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FUNCTION OF SEGONDARY 
EDUCATION 

The Services Rendered the State of Tennessee by 
Its First'Glass County High Schools 



BY 

JOSEPH ROEMER, Ph. D. 

PROFESSOR OF EDUCATION 

SAM HOUSTON NORMAL INSTITUTE 

HUNTSVILLE, TEXAS 



GEORGE PEABODY COLLEGE FOR TEACHERS 

CONTRIBUTIONS TO EDUCATION 

NUMBER ONE 




PUBLISHED UNDER THE DIRECTION OF 

GEORGE PEABODY COLLEGE FOR TEACHERS 

NASHVILLE, TENNESSEE 



—7 -vi/e-x - - o~i^ /t-4t-4~iMf\ 



'( 



! 



FUNCTION OF SEGONDARY 
EDUCATION 

The Services Rendered the State of Tennessee by 
Its First'Glass County High Schools 



BY 

JOSEPH ROEMER, Ph. D. 

PROFESSOR OF EDUCATION 

SAM HOUSTON NORMAL INSTITUTE 

HUNTSVILLE, TEXAS 



GEORGE PEABODY COLLEGE FOR TEACHERS 

CONTRIBUTIONS TO EDUCATION 

NUMBER ONE 




PUBLISHED UNDER THE DIRECTION OF 

GEORGE PEABODY COLLEGE FOR TEACHERS 

NASHVILLE, TENNESSEE 



A 






Copyright, 1920, by Joseph Rokmbr 



JUN -8 1920 



©CIA571223 



CONTENTS 

Chapter P»g« 

I. The Function of Secondary Education 1 

II. The Present Status of the American High School , 6 

III. The Present Status of the Southern High School 13 

IV. The Method of This Investigation „ 22 

V. Vocational Opportunities of Pupils in Tennessee County 

High Schools 35 

VI. Probable Vocations of Pupils Enrolled in Tennessee County 

High Schools -. 50 

VII. Training Needed by Pupils in Tennessee County High 

Schools 75 

VIII. Program of Studies of Tennessee County High Schools 81 

IX. Causes of Elimination in Tennessee County High Schools 117 

X. Pupils Estimate of the Value of High School Education 139 

XL Conclusions and Recommendations 153 



ACKNOWLEDGMENTS. 

The author desires to express grateful appreciation for the 
co-operation of individuals and groups of individuals who have 
made possible this study of the high school. He wishes to thank 
the principals of the first class county high schools of Tennessee 
for their courtesy and true professional spirit in assisting with 
the collection of the data, and the great number of pupils for 
aiding so materially by filling and returning the questionnaires. 
Special mention is due President William R. Bourne, at the time 
State High School Inspector of Tennessee, for his kindness in 
extending to the author free access to the high schools of the 
State and to all his files in the State Department of Secondary 
Education. The author acknowledges his indebtedness to Dean 
William 1 F. Russell for suggesting the subject and for his in- 
valuable guidance and advice in the early stages of the work; to 
President Bruce R. Payne, Dr. Charles A. MfeMhirry, Dfr. Thomas 
Alexander, and Dir. Charles E. Little for their valuable sugges- 
tions and criticisms. Mention is also due Lucy Jane Dabney, 
Sam Houston Normal Institute, Huntsville, Texas, for reading 
manuscript. Especially is the author indebted to Professor J. 
J. Didcoet whose untiring patience and sympathetic assistance 
and counsel throughout the work have been of inestimable value. 
But the author owes most to his wife, Louise Beasley Roemter, 
for inspiring the thought and expression of this study, for check- 
ing the tables, for reading the proofs, and for rendering pos- 
sible whatever merit the work may possess. 



CHAPTER I 

THE FUNCTION OF SECONDARY EDUiOATIOfN. 

The Services Rendered the State of Tennessee by its First-Class 
County High Schools. 

THE PROBLEM STATED 

INTRODUCTION. 

The demand for efficiency made upon all public and private 
institutions during the last decade is beginning to have a decided 
effect upon the public high school. MJore and more is the effi- 
ciency of high school education being questioned when looked at 
by the trained educator from a business standpoint. He con- 
eludes thus : If the majority of the pupils who graduate from 
the elementary school regard a secondary education of enough 
importance to enter the high school, is the high school, then, to 
be considered an efficient institution when over one-third of 
all those who enter drop out by the end of the first year, with 
the result that less than one-third of the freshman class remain 
to graduate? 

This conclusion is further substantiated, and rightfully so, 
by the facts that between 1900 and 1910 the number of pupils 
in pTiblie high schools in the United States increased over 76 
per eent; that the number of teachers increased in the same pe- 
riod over 100 per cent ; that the number and value of high school 
properties, including improvement in the quality and quantity of 
facilities for work in libraries, laboratories, gymnasiums, in- 
creased proportionately during the sarnie period. On the other 
hand, for twenty years there has been no increase of import- 
ance in the percentage of pupils who are being graduated. Tak- 
ing the country over, we find that far less than half of those 
who enter, graduate. In the majority of the Southern states, the 
number of graduates falls as low as ten or eleven per cent of 
those who enter. But the fact that approximately eighty -six per 
cent do not complete the course indicates that most of those who 
thought it worth while to enter the high school, for various 
reasons do not find it possible, or perhaps worth while, to com- 
plete the course. 

1 



2 The Function of 

When the search light of inquiry is turned on this high school 
situation, the problem of elimination is recognized as one of the 
great numiber of outstanding problems. The modern trained 
educators together with the practical business men are demiand- 
ing that the modern high school be so reorganized as to meet 
the needs of modern times ; and that community needs, to a large 
degree, color the activities of the high school. They realize that 
the Amjerican high -chooi was organized and was developed be- 
fore our present complex industrial and social civilization had 
evolved. They know that during its early development the cur- 
riculum of the high school, its methods, ideals, and values were 
worked out and its aims and purposes were in mbst part deter- 
mined with reference to social conditions and educational concep- 
tions which no longer obtain. The function of the high school 
came to be the offering of certain fixed courses of study, and 
the preparing of pupils to pass certain examinations demanded 
for admission to college, to which the high school was tributary. 
Certain traditional offerings in required subject matter were 
made, but the utilitarian value of the offerings in terms of so- 
cial service, was in no way emphasized. This condition, although 
it is gradually changing, is yet the predominating element in 
high school administration. 

In the meantime, we as a people have experienced vast and far- 
reaching social and industrial changes which have profoundly 
modified almost all phases of life among us, and the end of this 
change is not yet in sight. From a small and isolated nation, 
with simple social, industrial, and political problems, we have 
evolved into a world-power with world-problems facing us. From 
a rural and agricultural nation we have changed in many centers 
into an urban and manufacturing people. Large cities with con- 
gested populations have developed among us new social and in- 
dustrial classes with new social and industrial needs. Many 
new trades and professions have been developed, each in turn 
calling for special, and often, extended training. 

Since the burden of preparing the future citizens to meet these 
new social, industrial, and political conditions is being thrown 
more and more on the schools, the demand is growing more 
urgent that the spirit and the organization of the high school 
be changed to meet these conditions. As a result of these new de- 



Secondary Education 3 

m'ands, there has developed in some centers a modern high school 
which has a diversified curriculum with free electives, and which 
is dominated by the democratic spirit of giving, the greatest ser- 
vice to the greatest number. 

The college of the past prepared almost exclusively for the 
four ''learned professions." It was fitting, therefore, that the 
curriculumls of both college and high school should be narrow and 
prescribed. Under that system the high school retained for grad- 
uation a small minority of its students, while the vast majority 
of boys and girls of that day never entered such an institution. 
Many who did enter soon left for more congenial employment 
in business or industrial life. They left school because of their 
inability to do the "bookish" kind of work demanded. Those 
who survived the systems of training imposed, but who were not 
able to go to college, found themselves poorly prepared for ac- 
tive participation in the busy commercial and industrial world 
outside the walls of the school-room. 

To train pupils for college entrance is still one of the func- 
tions of the high school ; yet it is only one. The modern high 
school mentioned above, with its diversified curriculum!, large 
range of electives, and inclusive social activities, prepares more 
pupils for college than the rigid, prescribed system of the past 
used to prepare. The modern high school also recognizes that 
its prime function is to prepare the vastly larger group to enter 
business and industrial life upon the completion of the high 
school course. The difference between the traditional and the 
miodern high school is that the former is aristocratic in its ten- 
dencies and looks to the interests of the smaller and miore select 
group; the latter, while not neglecting the college preparatory 
work, places much of its emphasis upon such subjects as will fit 
the great majority of its pupils who may never hope to go to 
college, for the commercial or industrial pursuits which they 
will enter im^mediately upon leaving the high school. The ideal 
of the modern high school is that individual needs, interests, and 
aptitudes of the pupils be studied with the view of becoming the 
basis 1 of the entire school organization. Then, a diversified cur- 
riculum is planned with practical and utilitarian ends in view 
along with the so-called cultural ones. 

Since college entrance is only one of a numiber of its functions, 



4 The Function of 

the modern high school, instead of being merely a preparatory- 
school for college, becomes ' ' The People 's College, ' ' a school en- 
tirely democratic in its tendencies. 

If we are to consider the modern point of view in adjusting the 
high school to the needs of the time, the question as to what are 
the needs, becomles eminent. Herbert Spencer says that no ra- 
tional curriculum can be worked out until we decide what things 
are of mlost worth to the people whom the school is to serve. 

The great number of surveys of various kinds which have 
been miade in the last few years is but one expression of 
earnest educators of this country in their endeavor to find the 
answer to this question. To answer it thoroughly the solutions 
of numerous problems would have to be known, many of which 
at present baffle the best intellects. To illustrate this, we miight 
mention a few of the many pressing ones, such as: "Is the cur- 
riculum; of the rural high school of such a nature as to drive the 
boys from the farm to the city?" "To what extent do the sub- 
jects now taught function in the lives of the pupils?" "Why do 
pupils select the various vocations they do select?" These are 
but a few of the long list of problems which challenge the abil- 
ity of the educators of the day, the solution of which will add 
very materially to the fund of knowledge of secondary educa- 
tion. 

Although there are msuiy big problems which seemi at present 
extremely difficult of solution, yet a great deal has been done, 
and more can be done in this field. Several profitable studies 
have appeared during the past few years which have made valu- 
able scientific contributions. Van Denburg's study, Elimi- 
nation of Students in Public Secondary Schools, which has 
thrown a new light on why boys and girls leave high school be- 
fore graduation, has given educators some very tangible helps 
and suggestions. King's High School Age is another contri- 
bution welcomed by students of secondary education. The same 
is true of Inglis' Principles of Secondary Education. Other 
special stud'es and surveys, too numerous to mention, have given 
new light and inspiration to interested students. 

This study will try to determine in a measure to what extent 
the high school functions in the lives of its pupils. In planning 
this work, the writer thought it worth while to approach the 



Secondary Education 5 

problem, from the viewpoint of the pupils. With a very few ex- 
ceptions, the studies and investigations that have been made 
along this line, have been made from the point of view of the 
teacher or the administrator. 

In arranging the investigation, however, an endeavor was 
made to secure data both of a general and of a particular nature. 
The problem! was attacked from several angles so as to get as 
many avenues of approach as possible, and to secure as many 
different reactions from the pupils as could be had. Collateral 
material bearing on the subject was made use of also. 

In this endeavor to ascertain whether the high school is meet- 
ing modern conditions by giving its pupils that training which 
they are going to need in life, the writer sought, as indicated 
above, to learn from high, school pupils themselves and from 
those who were formerly in high school, what is the type of com- 
munity from which they come ■ what their plans and prospects 
are ; what their estimation of the value of their high school edu- 
cation is; what additional training they need and plan to take, 
and where they plan to take it; why they left high school before 
graduation; and what estimate they place on the various sub- 
jects of the course of study. In this last division they were asked 
which studies they liked best ; which studies they think are the 
mfost useful and least useful ; which studies they should like to 
see added to their high school course of study ; and which studies, 
if added to the course, would cause some of those who left high 
school without graduating to want to return. Somfe light on 
these and numerous similar questions, considered from the 
standpoint of the pupils themselves, would help us to know bet- 
ter the raw material with which we have to deal, and aid us 
materially in solving this all important question in the field of 
high school education. 

It is not the purpose of this study to do more than open up a 
field of inquiry concerning the rural high school problem of Ten- 
nessee. The conclusions drawn in no sense exhaust the infor- 
mation contained in the tables presented. They are open for fur- 
ther study on the part of any one interested in the great prob- 
lems of secondary education as they relate to the rural high 
school. 



CHAPTER II 

THE PRESENT STATUS OF THE AMERICAN HIGH 

SCHOOL 

Alt this point it was thought advisable to present some 
data concerning high school conditions the country over. The 
purpose of this chapter therefore is twofold: first, to reinforce 
somle statements mjade in the introductory chapter regarding 
the prevalence of high school conditions in general; and sec- 
ond, to present the general background of the study which fol- 
lows. 

When one tries, for example, to ascertain the current practices 
regarding the principles underlying the building of our pro- 
grams of study, one is confronted with the fact that the prac- 
tices are as varied as the civilization which the high schools are 
serving. The practices are varied primarily because they are 
not founded on some common underlying philosophy. In fact, 
there are nearly as many different ideas concerning the pur- 
pose and function of our high schools as there are schools. As a 
result of this all types of schools are to be found in our country. 
Som|e are rigid beyond m'easure, and the prevailing philosophy 
underlying the organization and administration of their pro- 
grams of study hearken back to pre-revolutionary days. Others 
have swung to the other extreme. Between these extremes will 
be found numerous types.* All this merely shows that we of 
Aknerica are yet in the experimental stage as regards second- 
ary education. The hopeful side of this is, however, that miany 
of our prominent educational leaders are awake to the situa- 
tion and are endeavoring, through numerous methods of study, 
investigation, and experimentation, to arrive at somie common, 
scientific basis of procedure which will result in greater effi- 
ciency for the future. Suffice it to say that the result of such 
conditions is just what one would expect to find — inefficiency. 

To illustrate the above statements concerning current prac- 
tices in building programs of study, the writer has selected at 
random! somle high schools over the country a*d reproduced be- 



*Monroe, Principles of Secondary Education. 
6 



low their programs of study. They will serve to illustrate the 
point in hand. The programs of study follow. 

ILLUSTRATION A. 

"We have adopted the Latin course for High Schools of first 
class. This course is coextensive with that offered by the lead- 
ing preparatory schools throughout the South. It furnishes, the 
best basis we have yet found for the training of pupils who have 
finished the primary course of study. It is chosen with a con- 
viction that it is better to learn a few things well than to acquire 
a superficial knowledge of many. To the young people of the 
county who expect to teach it is of inestimable value. It em- 
braces four years of Mathematics, English, History, and Latin, 
and three years of Greek. 

' ' This course is the strongest allowed to be taught in high 

schools. We call especial attention to the courses in English, 
Mathematics and the foreign languages. Too mtuch stress can 
hardly be laid on any one of these." 

FIRST YEAR 
First Term Secomd Term 

Higher Arithmetic High School Algebra 

English English 

Beginner's Latin Beginner's Latin 

History-English History-English 

Spelling Spelling 

SECOND YEAR 
First Term Second Term 

High School Algebra High School Algebra 

English English 

Oaesar Caesar 

Greek Greek 

Spelling Spelling 

THIRD YEAR 

First Term Second Term 

Plane Geometry Plane Geometry 

English English 

Cicero Cicero 

Greek Greek 

Spelling Spelling 



The Present Satws of 



FOURTH YEAR 



First Term 

Solid Geometry 

Physics 

English 

Virgil 

Greek 



Second Term 



Physics 

English 

Viirgil 

Greek 

Spelling 



ILLUSTRATION B. 



"Ample provisions have been made to meet the varied needs 
of those who come to school here whether they expect to attend 
college or go into business pursuits. The courses of study are 
flexible enough to meet the requirements of the state and the 
needs of pupils, affording sufficient opportunity for them to get 
a practical high school education or a well-grounded preparation 
for college entrance. It articulates satisfactorily with the ele- 
mentary school, the two-year high school, the normal school, and 
standard colleges and universities. Pupils are permitted on 
entrance to elect the course which seems best suited to their 
needs. ' ' 



Courses 



Year 



I First Year I Second Year I Third Year Fourth Year 





|Arithmetic 


English 




(English 


1 

| English 




| Algebra 


Algebra 




Geometry 


| Geometry 


Scientific 


|English 


Physiography 


JFrench 


[French 




Biology 


Ancient 


Hist. 


Physics 


1 Chemistry 




[English Hist. 


Spelling 




|Spelling 


[American Hist. 




ISpelling 






1 


[Spelling 

1 




|English 


English 




jEnglish 


[English 




|Arithmetic 


Algebra 




] Geometry 


|Geometry 


Classical 


|Algebra 


Caesar 




[French 


| French 




| Biology 


Ancient 


Hist. 


|Cicero 


| Virgil 




| Latin 

1 


Spelling 




|Spelling 


[American Hist 
(Spelling 

1 



Agriculture, Home Economics and Manual Training are elec- 
tive subjects. 



the American High School 9 

ILLUSTRATION C. 

"The work of the school has been arranged to meet the re- 
quirements of three groups of pupils: (1) Those preparing for 
college entrance, (2) those preparing for business, (3) those 
desiring a general education designed to give a broader outlook, 
when higher education is impossible and comimercial work not 
desired. ' ' 



Courses 


Year 




First 


Second 


Third 


Fourth 


College 
Prepara- 
tory 


English 
Algebra 
Latin 
Ancient Hist. 


English 
Plane Geom. 
Latin 
One elective 


English 
Alg. Adv. 
Solid Geom. 
Two electives 


English 

Three 

electives 


Commer- 
cial 


English 
Algebra 
Com. Arith. 
Penmanship 
Spelling 
Commercial 
Correspond- 
ence 


English 
Bookkeeping 
Two 
electives 


English 
Com. Geog. 
Com. Law 
Stenog. and 
Typewriting 
One elective 


English 

Economics 

Office 

Dictation 

Stenog. 

Typewriting 

One elective 


General 


English 
Algebra 
Two 
electives 


English 

Three 

electives 


English 

Three 

electives 


English 

Three 

electives 



ELECTIVE SUBJECTS: 



First Year 
Phys. Geog. 
Botany 
Agriculture 
Household Arts 



Second Year 
Zoology 
Physiology 
Agriculture 
Household Arts 
Med. and Mod. History 



Third Year 
Chemistry 
Agriculture 
Household Arts 
Cicero or 
Virgil 

Fourth Year 
Physics 
Civics 

American History 
Reviews 
Household Arts 
Agriculture 
Cicero or 
Virgil 



10 



The Present Status of 



ILLTJSTBATION B. 



Courses 



Year 



IFirst Year 



I Second Year IThird Year IFourth Year 



Classical 



jEhglish 

JAlgebra 

|Latin 

One elective 



| English 
|Plane Geom. 
] Latin 
jOne elective 



JEnglish 
Solid Geom. 
Adv. Algebra 
Latin 
One elective 



JEnglish 

Latin 

Two electives 



English |English 

Algebra IPlane Geom. 



|Ehglish 
| Solid Geom. 



English 
Trigonometry 



Scientific 


Gen. Science 


Biology 


Adv. AlgeDra 


Physics 




Physiography 


One elective 


Chemistry 


Two electives 




One elective 




One elective 






English 


English 


English 


English 




Sewing 


Cooking 


Adv. Sewing 


Household 


Home 


Household 


Biology 


Adv. Cooking 


Manage- 


Economics 


Accounts 


One elective 


Chemistry 


ment 




Gen. Science 




One elective 


Home Decora- 




One elective 






tion and 
Costume De- 
signing 

Physics 

One elective 




English 


English 


English 


English 




Three elec- 


Thrjee elec- 


Three elec- 


Three elec- 


General 


tives ap- 


tives ap- 


tives ap- 


tives ap- 




proved by 


proved by 


proved by 


proved by 




Adviser 


Adviser 


Adviser 


Adviser 




English 


English 


English 


English 


Commercial 


Penmanship 


Bookkeeping 


Stenography 


Stenography 




Two electives 


Business Ehg. 


Typewriting 


Typewriting 






Spelling 


One elective 


Arithmetic 






One elective 








Algebra 


Plane Geom. 


Solid Geom. 


Trigonometry 




Latin 


Latin 


Adv. Algebra 


Arithmetic 




Ancient Hist. 


Modern Hist. 


Latin 


Latin 




Medieval Hist. 


Biology 


American 


Civics 


Electives 


Gen. Science 


Cooking 


History 


Economics 




Physiography 


Shop work 


Chemistry 


Physics 




Mechanical 


Business Eng. 


Adv. Cooking 


Household 




Drawing 


Spelling 


Adv. Sewing 


Manage- 




Penmanship 


German 


Music 


ment 




German 


French 


German 


Home Decora- 




French 




French 


tion 
Costume 

Designing 
Music 
German 
French 



the American High ScJwol 



11 



ILLUSTRATION E. 

"A pupil graduates when he has earned sixteen units. Of 
these sixteen units, three must be in English. The other sub- 
jects are chosen in consultation with the parent and the adviser." 

When we turn from' a study of the existing practices and con- 
ditions to a consideration of the results achieved, we are not at all 
surprised, since in the final analysis the results achieved are the 
best test of efficiency. This lack of definiteness of purpose and 
of clearness of ideas as to the best means by which to accomplish 
the desired ends result in gross inefficiency in the life and hold- 
ing-power of the high school. Tables I and II below tell the story 
of the ineffectiveness of the high school in the lives of its pupils. 
Tabla I gives the elimination in our schools from the first grade 
through the high school, and table II gives the distribution of 
the pupils! by grades in high school over a stretch of years. The 
tables follow: 









TABLE 


I 






PERCENTAGES IN THE DIFFERENT 


GRADES OF THOSE BEGIN- 


NING THE FIRST GRADE OF THE ELEMENTARY SCHOOL,.* 


Grade 


1 

i Per Cent Remaining 


il 

Per Cent Eliminated 

II 


Thorn- 1 Ayers |Strayer| Aver- 


II Thorn- 1 Ayers 1 Stray- lAver- 




dike | | 


age 


|| dike | 


er | age 


1 


100 


1 

100 


100 


100 


II 1 

I! i 


| 


2 


100 


100 


100 


100 








3 


100 


100 


100 


100 


II | 


0' 





4 


90 


100 


100 


97 


10 





3 


5 


81 


100 


95 


93 


II 19 1 0' 


5 


7 


6 


68 


90 


74 


77 


|| 82 1 10 


26 


23 


7 


54 


70 


63 


62 


II 46 | 30 37 


38 


8 


40 


5C 


51 


47 


II 60 | 50 1 49 

II 1 1 

|| 73 60 1 61 


53 


I 


27 


40 


39 


35 


65 


II 


17 


20 


22 


20 


j! 83 | 80 | 78 


80 


III 1 12 


12 | 


18 


14 


|i 88 88 82 


86 


IV | 8 


10 j 14 j 


11 


|| 92 j 90 86 


89 



*Inglis, Principles of Secondary Education. Quoted by permission 
of Houghton Mifflin Co. 



TABLE II 

PERCENTAGES OF ALL PUPILS IN THE PUBLIC SECONDARE 
SCHOOLS IN THE VARIOUS GRADES.* 



Gradesj 1907-8 1 1908-9 1909-10|1910-11|1911-12|1912-13|1913-14|1914-15 



I I 43.26 | 43.28 

II 27.16 I 26.88 

III 17.85 , 17.83 

IV 11.73 I 12.01 



42.89 | 42.79 I 4,1.73 | 40.94 f 40.79 I 40.86 
27.10 | 26.73 f 27.08 I 26.94 j 26.74 I 26.69 
17.83 | 17.97 | 18.21 18,63 | 18.63 18.46 
12.18 p 12.51 | 12.98 | 13.49 j 13.84 | 13.99 
*Inglis, Principles of Secondary Education. Quoted by permission 
of Houghton Mifflin Go. 

Each of the above tables tells the same story of inefficiency. 
When only 47 per cent of onr children finish the elementary, 
and 11 per cent the high school, it is time to begin an inquiry 
as to the cause. This problem; becomes still more alarming when 
we recognize the fact that conditions in the past have made but 
little improvement. 

With these facts in mind to serve as a general background, 
let us now turn to our particular problem/ which has to do with 
conditions in the first-claes county high schools of the State of 
Tennessee. 



12 



CHAPTER III 

THE PRESENT STATUS OF THE SOUTHERN HIGH 

SCHOOL 

In beginning a detailed analysis of the problem of this study, 
it is best to set out the conditions in Tennessee as regards elimi- 
nation by comparing them; with those of the other twelve South- 
ern states. In most respects the states of the South confront 
similar conditions and are consequently struggling with comimon 
problems. 

Table III below shows: (a) elimination for the 13 Southern 
states; (b) elimination for Tennessee as compared with the 
other twelve Southern states; (c) elimination in Tennessee as 
comjpared with the entire United States; and (d) elimination 
for the ^sixty first-class county high schools of Tennessee as 
compared with Tennessee and other Southern states and the 
country as a. whole. 

From this table it is seen that for the country as a whole 
practically three-fourths of the students in the high schools are 
in the freshman and sophomore years. It is further seen that 
conditions are m>uch worse than that, if only the Southern states 
are considered, for here 10.61 per cent of the pupils enrolled in 
the high schools are in the senior year. Tennessee, in this re- 
spect, is in a. still worse condition, since 9.59 per cent reach the 
senior year. However, the first-class county high schools of 
Tennessee, as a group, rank much higher in point of attendance. 
They show 13.98 per cent in the senior year. 

We can safely say that if we consider elimination from the 
point of view of the per cent of the total enrolment that is in 
the senior year, the Southern states as a group stand much 
below the United States as a whole; that Tennessee stands below 
the median for the Southern group ; and that the first-class 
county high schools of Tennessee are on a par with the high 
schools of the country as a whole. 

Since we have a general view of elimination for the State of 
Tennessee as compared with the other Southern States, and also 
with the country at large, the next questions that naturally 
arise are the following: Have conditions within the state im:- 

13 



14 



The Present Status of 



Eh 



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53 



the Southern High School 



15 



proved during the past few years? Do the first-class county 
high schools show up any better as regards the problem of elim- 
ination than the high schools of the second* and third classes? 
To answer these and other similar questions, table IV, is pre- 
sented. This table also shows conditions of elimination for the 
state as a whole beginning with the passage of the county High 
School Law in 1909 and continuing through the scholastic year 
1915-16 ; it further shows the elimination of the sixty first-class 
county high schools for the scholastic year 1915-16. 

TABLE 1 IV 

ENROLMENT OF SECONDARY STUDENTS, BY YEARS, IN ALL THE 

HIGH SCHOOLS OF TENNESSEE AND PERCENTAGE OF 

TOTAL IN EACH YEAR FROM 1909 TO 1916.* 





Ninth 
Grade | 


Tenth 
Grade |j 


Eleventh | 
Grade || 


Twelfth 
Grade 


Year 


No. 


% II 

of 1 

total | 


No. 


% II 

of || 

total || 


No. 


% II 

of || 

total || 


No. 


% 

of 

total 


1909-10 


2794 

3552 

3800 ' 

4330 

4659 

5449 

5617 ' 

2335 


54.4 || 

53.5 || 
50.4 |! 
52.1 |j 
46.9 |j 
46.4 | 

44.6 n 
1! 
II 
1 

39.3 | 


1412 
1674 
1979 
2078 
2666 
3057 
3366 

1567 


27.5 || 

25.1 || 

26.2 || 
25.0 || 
26.8 j] 
26.0' || 

26.8 r| 

II 
II 

26.4 || 


641 
960 
1138 
1187 
1678 
2070 
2188 

1213 


12.7 || 
14.5 || 
15.1 || 

14.3 || 
16.9 || 

I 17.6 || 

17.4/ |i 

II 

II 

II 

20.4 || 


281 
448 
629 
715 
930 
1160 
1430 

831 


5.4 


191041 


6,9 


1911-12 


8 3 


1912-13 


8.6 


1913-14 


9.4 


1914-15 


10.0 


1915-16 


11.2 


1915-16— 6 Of 
class county 
schools of 


first 
high 
Ten- 


13.9 







♦This table was derived from the biennial reports of State Depart- 
ment of Education of Tennessee from 1909 to 1916. 

fOnly 56 schools included in these figures. 

After studying the above table carefully, we can make a few 
general statements regarding elimination in Tennessee high 
schools. One is that the problem is much worse and much more 



*The biennial reports of the State Department of Education of Ten- 
nessee do not give the elimination figures for each class of high 
schools, but for all the high schools of the state together, and for that 
reason a separate study can not be made of elimination in these 
first-class county high schools. It would be a profitable study if 
we could make a comparison of the holding power of the first, second 
and third classes of county high schools of the state. Since the mate- 
rial for that study is not available, the writer used a blank to get the 
elimination for the first class county high schools, for one year, for 
comparative purposes. 



16 The Present Satus of 

serious for the high schools of the second and third classes than 
it is for those of the first-class. Another one is that conditions 
for the state as a whole have improved since 1909. This state- 
ment, however, has to be considered in the light of the fact that 
this stretch of seven years covers a transitional period, or rather 
a formative period in the life of the high schools of the state. 
Although table IV shows a veiy great increase in the six years, 
in many cases whole schools were taken over bodily and con- 
verted into high schools. Hence, the table does not represent the 
steady growth in high school attendance. 

After having determined the relation these sixty first-class 
county high schools of Tennessee bear to the other high schools 
of the state, to the other Southern states, and to the country as 
a whole, we are now ready to ascertain a few details regarding 
these particular high schools. To understand fully the prob- 
lem of elimjination in these high schools, it is necessary to know 
first, in what month during the year the pupils left high school; 
second, how many months they attended before leaving; and 
third, what grade they finished. 

This information is essential, for it makes a big difference 
whether pupils leave high school at stated intervals when certain 
units of work have been completed, or whether they drop out 
promiscuously all along through the school year. To ascertain 
these facts, tables V, VI and VII are presented. Let us now turn 
to a consideration of these tables. 



the Southern High School 



17 



TABLE Y 

MONTH DURING WHICH THE QUITTERS LEFT HIGH SCHOOL.' 

Boys 285 

Girls 155 

Total 440 



Month 



Boys 



Girls 



Total 



No. 



% 



No. 



1 % . 1 


No. 


13.7 | 


70 


j 5.9 j 


16 


1 4 - 6 1 


21 


| 8.5 


43 


11.1 


47 


5.2 


27 


| 3.2 


28 


1 4 - 6 1 


33 


| 10.4 


43 


31.2 


105 


| 2.6 


1 



Blank 

September 
October . . 
November 
December 
January . . 
February . 
March . . . 

April 

May 

June 



49 
7 
14 
30 
30 
19 
23 
26 
27 
57 
3 



17.2 
2.5 
4.9 

10.5 

10.5 
6.7 
8.1 
9.1 
9.5 

20.0 
1.1 



21 

9 

7 

13 

17 

8 

5 

7 

16 

48 

4 



17.0 
3.7 
4.8 
9.9 

10.8 
6.2 
6.4 
7.6 
9.9 

24.2 
1.6 



*The data for this table were derived from the questionnaires filled 
by the quitters. 



18 



The Present Status of 



TABLE VI 

THE NUMBER OF MONTHS THE QUITTERS ATTENDED HIGH 

SCHOOL.* 

Boys 285 

Girls 155 

Total 440 



Number of 


Boys 


Girls 


Total 


Months 


No. 


% 


No. 


% 1 


No. 


% 


Blank 


17 

11 

14 

14 

7 

9 

3 

6 

7 

28 

5 

4 

7 

7 

1 

13 

' 5 

2 

33 

4 

3 

6 

9 

' 5 

4 

5 

1 

22 

1 



8 

4 

1 

1 
5 

8 


5.9 
3.8 
4.9 
4.9 
2.5 
3.1 
1.0 
2.2 
2.4 
9.8 
1.7 
1.4 
2.4 
2.4 

.4 
4.5 
1.7 

.7 

11.5 

1.4 

1.0 

2.1 

3.1 | 
1.7 
1.4 
1.7 

.4 
7.7 

.4 


2.8 
1.4 | 

•4 | 
1.7 

.4 | 
1.7 | 

2.8 


13 
2 
1 

2 
6 
1 
5 
2 
7 

17 

1 
4 
2 
3 
5 
1 


20 
3 
8 
5 
3 
3 
3 
1 
4 

18 

4 
2 
3 

1 


1 

4 


8.5 
1.3 

.7 
1.3 
3.9 

.7 
3.2 
1.3 
4.5 
11.1 


.7 
2.6 
1.3 
1.9 
3.2 

.7 

13.0 
1.9 
5.2 
3.2 

1.9 | 
1.9 
1.9 

.7 | 
2.6 | 
11.7 


2.6 | 
1.3 

1.9 | 


.7 
| 

.7 | 
2.6 


30 

13 

15 

16 

13 

10 

8 

8 

14 

45 

5 

5 

11 

8 

4 

18 

6 

2 

53 

7 

11 

11 

12 

8 

7 

6 

5 

40 

1 

4 

10 

7 

1 

6 

1 

6 

12 


6.9 


1 


2.9 


2 


3.5 


3 


3.7 


4 


2.9 


5 


2.3 


6 


1.8 


7 


1.8 


8 


3.2 


9 


10.4 


10 


1.2 


11 


1.2 


12 


2.5 


13 


1.8 


14 


.9 


15 1 


4.1 


16 


1.4 


17 


.5 


18 


12.2 


19 


1.6 


20 


2.5 


21 


2.5 


22 1 


2.8 


23 


1.8 


24 


1.6 


25 


1.4 


26 1 


1 2 


27 


9 2 


28 


2 


29 


.9 


30 


2 3 


31 


16 


32 


.2 


33 


1 4 


34 


2 


35 


11 4 


36 


2.8 





*The data for this table were derived from the questionnaires filled 
by the quitters. 



the Southern High School 19 

TABLE VII 

GRADES COMPLETED IN THE HIGH SCHOOL BY THE QUITTERS.' 

Boys 285 

Girls 155 

Total 440 





Boys 


II 


Girls 


|| Total 


Grade 


| No. 


% 


II 


No. 


% 


|| No. | % 


Blank 


| 35 


12.3 


II 


13 


8.5 


|| 48 | 11.0 




1 73 


25.6 


II 


22 


14.3 


|| 95 1 21.9 


Ninth 


74 


25.9 


II 


49 


31.9 


|| 123 | 28.3 


Tenth 


| 67 


23.5 


li 


51 


33.1 


|| 118 | 27.1 




1 36 


12.7 


li 


20 


13.0 


56 12.9 



♦The data for this table were derived from the questionnaires filled 
by the quitters. 

If we combine the totals for those who left these first-class 
county high schools in December, Miay, and June, we have 36.6 
pier cent of the total quitters leaving at either the middle or the 
end of the school year. The other 63.4 per cent leave at irreg- 
ular intervals during the year. 

Again, if we combine the totals of those who left at the end of 
the year (those who attended nine, eighteen, twenty-seven, or 
thirty-six months) and thus rounded out one or more full school 
years of work, we have only 34.6 per cent of the entire group. 

These two facts show the great need of some form of the cycle 
system as it is found in many of the secondary schools of Eu- 
rope. Some provision should be made whereby a high school 
pupil could do one or two or three years of work and leave 
school with a definite, complete, rounded out unit of work done. 
If this were instituted and properly emphasized, it should be a 
means of holding more pupils in high school until they will have 
reached somle certain arranged breaks which would allow them 
to leave with the greatest amount of good accomplished. 

However, a close study of tables V and Vtl will show that the 
pupils under the present system with no special inducements to 
complete any cycle of work actually approximate in a way the 
very thing desired. That is to say, mtore pupils leave during the 
mjonths of December and May than during any other months of 
the year, and mtore pupils attend nine, eighteen, and twenty- 



20 The Present Status of 

seven months (one, two and three years) than any other num- 
ber of months. This condition then furnishes the basis for the 
adjustment of the high school as suggested. 

Before passing to the next chapter, which outlines in detail 
the method employed in investigating the services rendered the 
State of Tennessee by its first-class county high schools, let us 
summarize chapters II and III. This will enable us to simplify 
the problem in hand. We conclude as follows: 

1. Out of every 100 children who enter the first grade of 
our public schools only 11 finish the senior year of high 
school. 

2. Practically three-fourths of all high school students are 
in the freshmian and sophomore years. 

3. Elimination for the South is much heavier than for the 
states of the other sections of the country, 

4. As regards elimination Tennessee stands in the lower 
half of the states composing the Southern group. 

5. Elimination is much heavier in Tennessee for the county 
high schools of the second and third classes than it is 
for those of the first-class. 

6. As regards elimination the first-class county high schools 
of Tennessee stand on a par with the high schools of 
the country as a Avhole. 

7. Elimination the country over has made but little im- 
provement during the past decade or so. 

8. As regards elimination for the sixty first-class county 
high schools of Tennessee we can say 

a. That the pupils do not leave high school at any 
regular stated intervals (in other words, that 
about two-thirds of those who quit, drop out at 
odd times through the school year) ; 

b. That the largest groups leave during the months 
December and May ; 

c. That about two-thirds of those who leave do not 
attend any regular number of months or com- 
plete any definite unit of work ; 

d. That about one-third do not finish even the 
freshman year in the high school; 

e. That over one-half of all the pupils who enter 
are gone by the end of the second year, and 
practically three-fourths are gone by the end of 
the third year. 



the Southern High School 21 

9. That as regards the building of programs of study for 
high schools we of America are yet in the experimental 
stage. 

We are now ready to begin an intensive study of our prob- 
lem!. Let us turn next to a consideration of the method of ap- 
proach. 



CHAPTER IV 

THE METHOD OF THIS INVESTIGATION 

This dissertation on the Function of Secondary Education is 
a part of the secondary section of the State Educational Survey 
of Tennessee which the Bureau of Education is carrying on at 
the request of the State Department. As was stated in the first 
chapter most of the data for this study were secured fromi the 
pupils themselves by the aid of the high school principals. In 
casting about for representative groups, the writer finally de- 
cided that pupils from the first-class county high schools would 
be the most representative group on which to base a study. At 
the time (February, 1916), there were 61 standardized first-class 
county high schools in Tennessee, scattered pretty well over the 
state. In selecting this group to study it was the thought also 
that the facts gathered would be representative of the best phase 
of the rural high schools throughout the South as well as 
throughout the State of Tennessee. 

The locations of the schools and the nature of the material 
desired each necessitated the use of the questionnaire method. 
To that end, three questionnaires were prepared: one for the 
seniors in these 61 first-class county high schools ; one for the pre- 
vious year graduates; and one for the pupils who had dropped 
out within the last three years without graduating. 

In order to secure the names of the graduates and those who 
had left before graduation, two blanks were prepared and sent 
to the principals to be filled and returned. On February 15, 
1916, a letter was sent to each of the principals of these sixty-one 
first-class county high schools containing the two blanks just 
mentioned, an enrolment blank, one questionnaire blank to be 
filled by each senior in high school, and a letter of instructions. 
In order that the reader may have a clear conception as to ex- 
actly how these data were secured, the letter to the principals 
together with all blanks sent are here reproduced. 



22 



DEPARTMENT OF THE INTERIOR 

Bureau of Education 
Washington 

Peabody College Sub-Station, 

February 15, 1916. 

Principal 

Co. High School, 

. . ., Tenn. 

My Dear Mr : 

Professor Harry Clark, Inspector Wm 1 . R. Bourne, and I have 
charge of the investigation of the secondary schools of Tennes- 
see, which is a part of the survey of the state undertaken by the 
"United States Bureau of Education at the request of the State 
Department. We are inviting your cooperation in this study. 

One of the miost important problems which confronts high 
school men and women all over the United States is whether or 
not we are giving our pupils that which they are going to need. 
Does the high school, in other words, meet Modern conditions? 

To this end, we are trying to learn from high, school students 
themselves and from those who were formerly in high, school, 
what their plans and prospects are, what their estimate of the 
value of their high school education is, and what additional 
training they had to get. The answers received will help us to 
know the raw material, with which we have to deal. 

Your Senior Class is the easiest group to find. Will you 
please have them: answer the enclosed questionnaire ? The other 
blanks (enclosed) are to help us find with your aid, the names 
and addresses of your graduates of last June and of other boys 
and girls who have dropped out within the last three years, that 
we may mail them questionnaires and secure information from 
them. 

This is an expensive investigation. It takes your time and 
ours. Printing and postage are expensive. Will you not give 
us your heartiest cooperation? Without.it the whole investiga- 
tion must fail. 

We need your help right away. We cannot send out the other 
letters until we hear from each progressive school. The govern- 
ment envelope (enclosed) will carry the material to us without 
postage. Just paste it on the package. 

Mlay we hear from 1 you this week ? 

Faithfully yours, 

WML F. RUSSELiL, 
Professor of Secondary Education. 

23 



24 The Method of 

INSTRUCTIONS 

The Principal 

We want your assistance in the following ways : 

(1) On the first blank will you please give us your en- 
rollment in each class for last September? 

(2) On the second blank will you please give us the names 
of as many pupils as you can remember who have 
dropped out of your high school within the last three 
years, about whom you also know the present address 
and occupation. If you do not know their occupation, 
and why they quit school, be sure to give the name and 
address (or parent's address) as it is very essential 
that we get them for further use? 

(3) On the third blank will you please give us the name, 
present address, and present occupation of the grad- 
uates of last June from your school? 

(4) Will you see that each senior in high school answers 
as honestly and frankly as possible the enclosed ques- 
tionnaire? It would be better if you would gather 
them; all together in one room and have them answer it, 
impressing them with the fact that it is Government 
business. 

(5) Place all the material together under one cover and 
return it in the enclosed addressed envelope. If the 
envelope is not large enough to enclose the mlaterial 
just paste it on the outside of the bundle and send it 
on without any extra stamp. The Government stamp 
will carry the bundle regardless of its size. 

To the Principal: 

Please fill this blank concerning the pupil enrolment for the 
month of September, 1915: 

By Classes 

Freshmen (Or 9th. Grade) 

Sophomores (Or 10th. Grade) 

Juniors (Or 11th. Grade) 

Seniors (Or 12th. Grade) 

Nkme of School Town 

County Date 

Principal 



This Investigation 25 

United States Bureau of Education. Peabody College Sub-station. 

FOR SENIORS IN HIGH SCHOOL. 

Instructions. Please fill this blatok as completely as possible, 
stating plain facts. The information will be used as a part of the 
government survey of the high schools of Tennessee. Your name 
will appear nowhere in this study and your answer will be confi- 
dential. Remember that this is government business. 

1. What is your father's occupation? 

2. What do you plan to do for a living when you graduate? 

3. What further training beyond high school will you need for this 

chosen occupation? 

(Check) (Check) 

Where do ( University Business school 

you plan < College Correspondence school 

to get it? I Normal school Any other way 

What 

4. Name in the order of importance the three courses in your high 

school that will be of the greatest value to you in this chosen 
occupation; likewise the three of least value to you. 

Courses Most Valuable. Courses Least Valuable. 

(1) (1) 

(2) (2) 

(3) (3) 

5. What subjects would you like to see added to your high school 

course? 

Subjects. Subjects. 

(1) (3) 

(2) (4) 

6. If you have any brothers or sisters who at least entered high 

school, will you please answer the following questions concern- 
ing them: 

(a) Older brother Why did he or she quit school? 

or First occupation after leaving high school?. . 

Older sister Present occupation? 

(Check which) 

(b) Older brother Why did he or she quit school? 

or First occupation after leaving high school?. . 

Older sister Present occupation? 

(Check which) , 



(c) Older brothers. . . . Why did he or she quit school? 

or First occupation after leaving high school?. 

Older sisters Present occupation? 

(Check which) 

Name Sex 



26 



The Method of 



UNITED STATES DEPARTMENT OF THE INTERIOR 

BUREAU OF EDUCATION 

PEABODY COLLEGE SUB-STATION 

NASHVILLE, TENNESSEE. 

To the Principal: 

The following blank is to be used for last year's graduates. Please 
fill it out as accurately as possible and return to the writer at your 
earliest convenience. 



No. 



Name 



Present Address 



Occupation 



Name of School. 
State 



Town County. 

Date Principal. . . 



UNITED STATES DEPARTMENT OF THE INTERIOR 

BUREAU OF EDUCATION 

PEABODY COLLEGE SUB-STATION 

NASHVILLE, TENNESSEE. 

To the Principal: 

Please give us the information called for in the following blank. 
If you cannot say why the student quit high school, or what his oc- 
cupation is, be sure to give his name and address. However, the other 
information is of great importance, and we trust that you will en- 
deavor to secure a complete report of each pupil. 



Not. | Name j Address | Occupation 


Why Quit 
School 




! 




! 


1 










i 

i 





Name of School Town. 

State Date 



County. 

Principal . . . 



This Investigation 27 

RESPONSES OF PRINCIPALS 

Sixty of the sixty-one principals gave their hearty co-opera- 
tion in the study and responded immediately. Only in a few 
instances was a second letter necessary to get some of the desired 
information omitted in the first reply. 

The blanks containing the names and addresses of the gradu- 
ates and quitters having been received, the writer's next move 
Was to send a questionnaire to each graduate and each quitter 
whose name had been furnished by the principals. After about 
twenty days a follow-up letter was sent to those of each group 
who had not responded. Then, after about another twenty days 
a second follow-up letter was sent to those of both groups who 
had not yet responded to either of the two other letters. Below 
are the questionnaires and follow-up letters sent to the gradu- 
ates and quitters individually. 



UNITED STATES DEPARTMENT OF THE INTERIOR 
BUREAU OF EDUCATION 

PEABODY COLLEGE SUBSTATION 
NASHVILLE, TENN. 

April 15, 1916. 
To the 1915 High School Graduates of Tennessee: 

At the request of State Superintendent Sherriil, the United States 
Bureau of Education is gathering some facts concerning the schools 
of Tennessee. 

Since you are a recent graduate of high school, we feel that your 
opinion of the work done there will be of great help to us in the 
study of the high school section. We would like very much, if pos- 
sible, to see the situation from your point of view and feel sure that, 
as a former graduate and one interested in better schools for Ten- 
nessee, you will gladly help us. TO this end we want you to answer 
some questions for us. From the answers to these questions, coming 
from all the graduates of last June, we hope to know more about the 
high school and how to better adapt it to the needs of the Tennessee 
boys and girls. 

Take a pen, sit down, and answer these questions right away. If 
you put it off, you will forget it, and we want very much to hear from 
you. According to Government regulations, your name will appear 
nowhere in public and your answers will be treated strictly confi- 
dentially. 

Fold this sheet, put it in the enclosed addressed envelope, and mail 
it to-day. It is National Government business, and you do not need 
to use a stamp. 

This is expensive business. We are writing to every high school 



28 The Method of 

graduate of last June in the State. Please DO IT NOW! We want to 
hear from every one. 

Very truly yours, 

Wm. F. Russell, Special Collaborator. 

(1) What is your father's occupation? 

(2) What are you doing at present? Is this to be your life 

work? If not, what do you plan to do ultimately? 

(3) What further training do you need as preparation for your life 

work? Where do you plan to take this? 

(4) Are you any better off, in any way, than a person who never went 

to high school? As a result of your high school education do 
you get: 

(Check) (Check) 

(a) A better salary? (d) Better social standing? 

(b) Shorter hours of work?... (e) Better prospects? 

(c) A higher class of work' 7 . . . (f) Better chances of promotion? 
Explain at length any other way you are better off 

(5) Name in the order of their importance the three studies you took 

while in the high school that have been of the most use to you 
since leaving school; the three that have been of the least use 
to you. 

Studies Most Useful Studies Least Useful 

(a) (a) 

(b) (b) 

(c) (c) 

(6) If you had your way, what subjects would you like to see added 

to your high school course? 

(a) (b) (c) (d) 

(7) Name in the order of their importance the three subjects you 

took while in the high school that you liked the best 
(a) (b) (c) 

(8) If you had any older brothers or sisters who at least entered high 

school, will you please answer the following questions concern- 
ing them? 

(For one person) f Why did he or she quit school? 

1 First occupation after leaving school? 

(a) Sex 1 Present occupation? 

(For one person) i Why did he or she quit school? '. 

/ First occupation after leaving school? 

(b) Sex { Present occupation? 



(For one person) ( Why did he or she quit school?. 

< First occupation after leaving school?, 
(c) Sex ( Present occupation? 



Name Sex. 

Address 



This Investigation 29 

UNITED STATES DEPARTMENT OF THE INTERIOR 

BUREAU OF EDUCATION 

PEABODY COLLEGE SUB-STATION 

NASHVILLE, TENNESSEE 

May 8, 1916. 
Dear Friend:* 

On the fifteenth of April I mailed you a letter asking you some 
questions concerning your work while in the High School. A simi- 
lar letter was sent to every High School Graduate of last June in 
the State of Tennessee. So far I have not heard from you. I am 
sure you do not realize the importance that is attached to your 
reply. The success of the undertaking depends upon you. 

The many prompt replies that I have received evidence the keen 
Interest that the High School Graduates have in making the High 
Schools of Tennessee more efficient. To show you that I am still 
depending on you, I am enclosing you another copy of the blank sent 
you before, for you to fill and return to me. You Will attend to this 
at once I am sure. 

Take a pen or a pencil and do it right now, for if you lay it aside 
you will forget about it, as you did before, and we are anxious to 
hear from you. 

May we have an answer by return mail? 

Respectfully yours, 
"WiM. F. RUSSELL, Special Collaborator. 



''Follow-up letter to graduates. 



UNITED STATES DEPARTMENT OF THE INTERIOR 

BUREAU OF EDUCATION 

PEABODY COLLEGE SUB-STATION 

NASHVILLE, TENN. 

April 15, 1916. 
Dear Friend:* 

At the request of State Superintendent Sherrill, the United States 
Bureau of Education is gathering some facts concerning the schools 
of Tennessee. 

In looking over the enrolment of students in the high schools of 
the State we find that a large per cent of the students quit school 
before they graduate. Since you are one of this number, we feel that 
you can be of great assistance to us in finding out why this is. To 
that end we want you to answer some questions for us. From your 
answer we hope to find out why it is that Tennessee boys and girls 
quit school before graduation and how we can improve the schools 
in the future better to suit needs such as yours. 

We trust you will give us your hearty co-operation in this work, 
as it is being done at a very great cost of labor, time, and printing. 
Take a pen or pencil, sit down, and answer these questions right away. 
If you put it off, you will forget about it, and we want to hear from 
you. 
After answering the questions fold this sheet, put in the enclosed 



Questionnaire sent each quitter. 



30 The Method of 

addressed envelope, and mail It to-day. It is National Government 
business, and you do not need to use a stamp. 

Thanking you for an immediate response by return mail, I beg to 
remain 

Yours very truly, 
PLEASE DO IT NOW. Wm. F. Russell, Special Collaborator. 

(1) What is your father's occupation? 

(2) What do you do for a living? 

(3) How much do you make per week? In case you receive no 

salary, how much would it cost a week to hire some one to do 
your work? Does this include room and board? 

(4) Why did you quit school? 

(5) At what date did you quit? Day Month Year. 

(6) How long did you attend high school? Years Months. 

(7) What grade did you complete in the high school? Grade. 

(8) Name in the order of their importance the three subjects that 

you took while in the high school that you liked the best. 
(a) (b) ...(c) 

(9) What subjects added to your high school course, other than those 

you had a chance to take, would cause you to want to go back? 
Name them, 
(a) (b) (c) (d) 

(10) Under what other conditions would you go back to high school?. . 

(11) Are you worse off in any way than one who has graduated from 
the high school? As a result of not being a high school gradu- 
ate do you get: 

(Check) (Check) 

(a) A lower salary? (d) Lower social standing? 

(b) Longer work hours? (e) Poorer prospects? 

(c) A lower class of work? (f) Poorer chances of promotion? 

Explain at length any other way you are worse off 

(12) In what ways are you better off than if you had graduated? 



(13) Name in the order of their importance the three studies you took 
while in the high school that have been of most use to you since 
leaving school; the three least useful. 

Studies Most Useful Studies Least Useful 

(a) (a) 

(b) (b) 

(c) (c) 

(14) If you had any older brothers or sisters who at least entered 
high school, will you please answer the following questions con- 
cerning them? 

(For one person) f Why did he or she quit school?. 

First occupation after leaving school?, 
(a) Sex I Present occupation? 



{ 

{ 



(For one person) f Why did he or she quit school? 

First occupation after leaving school?, 
(b) Sex L Present occupation? 



(For one person) r Why did he or she quit school? 

-I First occupation after leaving school?, 
(c) Sex I Present occupation? 



Name Sex. 

Address 



• This Investigation 31 

UNITED STATES DEPARTMENT OF THE INTERIOR 

BUREAU OF EDUCATION 

PEABODY COLLEGE SUB-STATION 

NASHVILLE, TENNESSEE 

May 8, 1916. 
Dear Friend:* 

On the fifteenth of April I mailed you a letter asking you why you 
quit school before you graduated. 

I mailed out over a thousand of these letters and have had many 
prompt replies, but I have not heard from you. We need your answer 
too; it will add greatly to the value of the study we are making. 

You who have quit are the only ones who can help us work out 
why only one in six, who enter High School, ever graduate. We are 
depending on you. You will help us we are sure. Even though it 
will never effect your school career you are willing to do it, I am 
sure, for the good of the thousands of boys and girls who are yet to 
enter High School. Consequently we are again asking you to do so 
by filling the enclosed blank and returning it to us at the earliest 
moment. 

May we have an answer by return mail? 
Respectfully yours, 
WM. F. RUSSELL, Special Collaborator. 



*Follow-up letter to quitters. 



UNITED STATES DEPARTMENT OF THE INTERIOR 

BUREAU OF EDUCATION 

PEABODY COLLEGE SUB-STATION 

NASHVILLE, TENNESSEE 

Dear Friend:* 

We have sent you two addressed government envelopes which are 
valuable. If for any reason you do not intend to answer please return 
the envelopes for further use in the work. However, an answer would 
be greatly appreciated. 

Respectfully yours, 
WILLIAM F. RUSSELL, Special Collaborator. 



♦This same follow-up letter was sent to both graduates and quitters. 



32 The Method of 

Groups Studied 

In order to understand the implications drawn from this study 
and also the statistical treatment used, it is necessary to set forth 
the details of each group studied. 

Seniors (815) 

Although Table XXXI shows that there were 899 seniors in 
these sixty first-class county high schools who graduated, only 
815 answered questionnaires. The difference is due to the fact 
that on the day this questionnaire was answered, these 84 pupils 
were either absent fromi school or failed to answer one. The 
absentees were scattered pretty evenly over the schools studied. 

Graduates (575) 

The term "Graduate" is used in this study to mean the 575 
pupils who were graduated in these first-class county high 
schools the year previous. 388 of these graduates (67.48 per 
cent) responded to the letters sent to them by filling a question- 
naire and returning it. This high per cent of answers and the 
fact that they are all well distributed over all the sixty schools 
make the answers, on the whole, satisfactory, and it is the writ- 
er's belief that a larger per cent of returns would not have very 
materially influenced the present results. 

Quitters (972) 

The word "quitter" is used to designate those pupils who left 
high school without graduating. The principals reported a total 
of 972 names and addresses, but when individual letters were 
sent to these qirtters containing questionnaires, 63 were returned 
stamped "uncalled for." Omitting the 63 whom we could not 
reach by mail, we have 909 remaining. Of these 909 comtmiuni- 
cated with, 440 (48.4 per cent) responded by filling a question- 
naire and returning it. Again it seems to the writer that re- 
sponses from/ approximately half of the group commtunicated 
with, scattered pretty evenly over all the schools, make a satis- 
factory basis for study, and that a higher per cent of returns 



This Investigation 33 

wjould not have influenced very much the results herein pre- 
sented. 

Older Brothers and Sisters (903) 

In all, 903 older brothers and sisters were reported. These 
data were gathered from three sources; namely, seniors, grad- 
uates, and quitters. At the bottom of each of the questionnaires, 
provision was made to ascertain data concerning the older broth- 
ers and sisters who, at least, had entered high school. 

For obvious reasons these older brothers and sisters were class- 
ified and tabulated in two groups; namely, 

Older Brothers and Sisters Who Graduated (346) ; 

Older Brothers and Sisters Who Did Not Graduate (557). 

Three Groups of Fathers (1643) 

A. Seniors' Fathers 815. 

B. Graduates' Fathers 388, 
0. Quitters' Fathers 440. 

In each instance these data, too, were given directly by the pu- 
pils themselves. 

Arrangem-ent of Tables 

The writer's intention throughout was to use the government 
classification of occupations, but this for many reasons seemed 
impossible, and consequently, a special scheme has been devised 
which adapts itself better to the material in hand. However, 
when it was possible, the government classification was used as 
a. basis in devising the scheme used. 

Per Cents Used in Tables 

In most instances, the per cents used in the tables were not 
carried further than one decimal place and in each instance 
the decimal of the nearest tenth was used. 

Possibility of Errors 

The writer is conscious of the fact that there are possibilities 
of some overlapping in the groups studied. For example, some 
of the older brothers or sisters who did not graduate may repre- 



sent some of the quitters ; or some of the fathers reported by the 
quitters may, in a few instances, be the sanne fathers reported 
by somle of the older brothers or sisters who did not graduate. 
Again, there is a possibility of duplication as regards the grad- 
uates and older brothers and sisters who graduated. The writer 
foresaw this trouble of duplication, but was unable to avoid it 
and felt that the trouble was not of sufficient import to change 
the study materially. 

Of course, the most scientific and accurate way to have done 
would have been to follow one class or group in high school 
closely through a numlber of years rather than take a cross sec- 
tion of a number of groups, but such a procedure would have 
been impossible. As a matter of expediency, the writer, though 
conscious of its shortcomings, chose the latter course. 

Again, the writer is conscious of the fact that there is always 
a danger of getting some frivolous or evasive answers when 
dealing with people of the high school age, but the returns for 
this study were as free from this trouble as could possibly be 
expected. In fact, only one questionnaire (filled by a quitter) 
cam|e back with nonsensical answers. This paper was thrown 
aside. Finally, the writer is conscious of the fact that there is 
a great deal of criticism concerning the reliability of this method 
of securing data. This criticism may hold in many instances, 
but since there is such a unity of opinion among the various 
groups of pupils concerning high school conditions, as this study 
has shown, the writer is willing to submit it as a fair means of 
obtaining these facts concerning the high school. 



34 



CHAPTER V 

^aCA/TIONiAL OPPORTUNITIES OF PUPILS INI TEN- 
NESSEE COUNTY HIGH SCHOOLS. 

Perhaps there is no better way of determining the vocational 
opportunities of the high sehool population of the first-class 
county high schools of Tennessee than by making a study of the 
vocations of the patrons who are its supporters, together with a 
study of the occupations of the various groups who have at one 
time or other attended these high schools. 

The necessity for knowing the vocational opportunities is very 
apparent, for, in order that a high school mlay function to the- 
best advantage in the lives of its pupils, it is necessary for those 
who administer the school to find out the controlling activities 
of that comlmunity. It goes without saying that the controlling 
activities of a community are evolved from the natural resources 
of the community, and should become the organizing principle 
around which the course of study of the high school is built. 

When viewed from this angle, the matter seems to be compar- 
atively simple. For example, if all the fathers of a community 
were farmers, and if we knew that all the sons were to be 
farmers too, then the problem of a high school education 
would be a simple matter. It is not likely, however, that such 
a condition exists in the entire United States or in any part of 
it, on account of our complex civilization. Tables "V1III-XII are 
presented below for the express purpose of ascertaining the 
dominant vocations of the communities which support these 
high schools. Let us turn now to a consideration of these tables. 



35 



36 



Vocational Opportunities of Pupils in 



TABLE VIII 

PRESENT OCCUPATIONS OF GRADUATES* 





Girls 

Total 




. ,256 
. 319 

..575 














| Boys 


| Girls 


|| Total 




| No. 


1 % 


il No. 


1 % 


II No - 


% 


Blank 




I 5 



2.1 

[ 


| 55 

1 1 


| 17.1 
1 -3 


60 

II 1 


10.2 


Dead 


.2 




ree 




Federal or City Emplo: 
Ass't county official. 


5 

1 

1 


1 2.0 
.4 

1 o 

1 4 


i 5 : 

1 o 

1 1 

1 o 


| 17.6 


i -3 

1 


II 61 

II 

1 l 

1 


10.4 
.2 




.2 


Mail carrier 


.2 








Artisans 


2 

1 
1 
1 


1 -8 

1 •* 

1 A 
A 


1 1 

1 

1 o 
1 o 
1 o 


1 - 3 

1 ° 

1 ° 



II 3 

h 

i 


.5 
.2 




2 


Electrician 


.2 








Transportation 


3 

1 

1 


| 'u I 

1 - 4 
1 - 4 


! ° 





1 o 





3 

il ! 

1 x 


.5 
.2 


Transfer man 




.2 




1 




Clerical Assistants 
Bookkeeper 


2 

10 

14 




1 •»' 

4.0 
5.6 




1 

6 
1 3 


1 ° 

.3 

1.8 
1 - 9 


il 2 

1 n 

20 

3 


.3 
1.8 


Clerk 


3.5 


Stenographer . 


5 








Manufacture ar-d Trade 
Cotton business 


24 

1 

3 
2 


9.6 

•4 
1.2 | 

.8 | 


1 10 

1 o 

! ° 


3.1 






1 34 

1 1 
3 
2 


5.8 
.2 


Merchant 


.5 


Salesman 


■j 




! 


•::;:•:•:•: 

1 

t 




Teaching 

Teaching 

Consolidated school . 

Graded school 

High School 

Music 


6 

26 
1 


5 




1 


2.4 | 

10.4 1 

•4 | 

o 1 

o 1 
2.0 | 

| 

I 


o 

76 

4 
1 

I 

3 




23.6 



1.2 
.3 

2.2 
.3 
.9 


1 " 
1 U 
| 102 

! i 

4 
1 

1 12 
1 
3 


1.1 

17.3 
.2 
.7 
.2 
2.0 
.2 
.5 




1 
1 






32 


12.8 f 


92 


28.5 


| 124 


21.6 



*The data for this table were secured from the principals of these 
sixty first-class county high schools. 



Tennessee County High Schools 



37 



TAJ3LE Vlll (Continued) 










Boys 


Girls 


Total 




No. 


% 


| No. 


% 1 


No. 


% 


Unclassified 


2 
1 


.8 
.4 




1 


| 
.3 1 


2 
2 


.3 




.3 






In school 


3 

7 

35 



2 

2 

14 

9 





44 


1.2 

2.8 
14.0 


.8 
.8 

5.6 

3.6 




17.6 


1 

2 

35 

1 





13 

25 

6 

4 

18 


.3 | 

.6 1 
10.6 1 
.3 


j 
4.1 
7.6 
1.8 
1.2 
5.6 


4 

9 

70 

1 

2 

2 

27 

34 

6 

4 

62 


.7 
1.5 




12.0 


Conservatory of music 


.2 




.3 




.3 




4.6 




5.8 




1.1 




.7 
10.5 






At home 


113 

4 


1 o 


45.1 ' 

1.6 






104 

13 
38 

4 


32.2 

4.0 

11.7 

1.2 


217 

17 

38 

4 


38.8 
2.7 




fi.6 




.7 




4 
47 

8 
1 

1 2 
3 

j 1 


1.6 ! 

i 
18.8 

3.2 | 

.4 

.8 
1.2 

.4 


55 









16.9 









59 

47 

8 
1 
2 
3 
1 


10.3 
6.6 


Day laborer 


1.4 




.2 




.4 


Mill 


.5 




.2 








1 15 


| 6.0 








15 


2.7 



38 



Vocational Opportunities of Pupils in 



TABLE IX 

PRESENT OCCUPATIONS OF OLDER BROTHERS AND SISTE1.3* 



Total 




.508 
.395 

,903 












| Boys 


Girls 


Total 




No. | % | 


| No. 


% 


| No. 


% 


Blank 


26 I 5.2 1 
| 


77 
1 


19.3 | 

.3 | 


| 103 
1 


11,4 


Dead 


.1 






Professional 


1 ' 
26 | 5.2 

1 1 
2 | .4| 
2 .4 | 
9 1 1.8 
8 | 1.6 1 
2 .4 
j 


78 





o 



5 


19.6 



| 







1.3 


| 104 

1 2 
2 

9 
8 
2 
5 


11.5 
.2 




.2 




1.0 




.9 


Minister 


.2 


Trained nurse 


.6 










Semi-professional 


23 | 4.6 1 

11 .2| 
1 1 


5 | 1.3 1 

1 1 
j 
f 


o 1 

| 

[ 


28 

1 
1 
1 
3 
1 
3 


3.1 
.1 




.1 




1 
3 
1 
3 


.2 1 
.6 | 

.2 1 
.6 1 


.1 


Druggist 


.3 


Surveyor 


.1 


Journalist 


.3 






Federal and City Employee 
Assistant Postmaster 


10 
2 


2.0 J 
.4 


10 | 

1 

1 


10 

2 
9 
3 


1.1 
.2 


Civil service 


9 1.8 | 
3 j .6 1 
5 1.0 
5 1.0 
5 ] 1.0 | 









| 


j 

o 1 


1.0 


County official 


.3 


Mail service 


5 


.5 


U. S. army 


5 
5 


.5 


U. S. navy 


.5 






Artisans 
Carpenter 


29 | 5.8 j 

4 | .8 || 
2 | .4 || 

2 .4 |[ 

3 | .6 1 
3 j .6 j 












1 1 


o 1 

| 
| 

[I 

I 1 


29 

4 
2 
2 
3 
3 
4 


3.2 
.4 


Plumber 


.2 

.2 


Decorator 


.3 
.3 


Electrician 


.4 








18 | 3.6 \ 





.., , II 
|| 


18 


2.0 



*The data for this table were secured from the seniors, graduates 
and quitters. 



Tennessee County High Schools 



39 



TABLE IX (Continued) 





Boys || 


Girls 


Total 




No. 


% II 


No. 


% 


| No. 


%> 


Transportation 




II 






| 






1 


.2 [J 








1 


.1 




4 


i \\ 


2 


.5 


1 6 


.6 




1 








| 1 


.1 




20 

5 


4.0 || 
1.0 || 


1 



.3 



] 21 
5 


2.1 




.5 




4 


' ' 8 ll 


1 


.3 


1 5 


.5 








35 


7.0 I] 


4 


1 L1 


39 


4.3 


Clerical Assistants 




|| 












38 


I 7.6 || 
9.8 || 
1.4 || 


8 


2.0 


46 


4.9 


Clerk 


49 

7 


5 
14 


1.3 
3.5 


54 
21 


5.8 




2.1 




3 


, ^ !| 





o 


3 


.3 








| 97 


19-4 II 


27 


7.0 


124 


13.6 


Personal Service 






| 












1 


.2 


1 








1 


.1 




1 


.2 










1 


.1 


J 


1 


.2 










1 


.1 


3 


.6 


1 








3 


.3 


Middlemen (office workers) 






1 












2 


.4 










2 


.2 




3 


.6 


I 








3 


.3 




3 


.6 










3 


.3 




8 


1.6 


1 





' ■ 1 




8 


.9 


Manufacture and Trade 










1 








1 


.2 


| 








1 


.1 


Business 


2 

1 


.4 
.2 








0: 




2 
1 


.2 




.1 




4 


.8 


1 





| 


4 


.4 




3 


.6 


1 


0' 





3 


.3 




1 


.2 










1 


.1 


Foreman 


4 
3 


.8 
.6 


| 






0' 



4 
3 


.4 




.3 




20 


4.0 


| 








20 


2.2 




1 


.2 










1 


.1 


Marble works 


1 
11 


.2 
2.2 












1 
11 


.1 




1.2 


Miller 


1 




.2 



| 



3 




.8 


1 
3 


.1 




.3 


Oil 


1 


.2 










1 


.1 




1 


.2 


| 








1 


.1 




o 





1 


1 


.3 


1 


.1 




7 | 


1.4 


| 








7 


.8 




2 


.4 










2 


.2 




1 | 


.2 


1 








1 


.1 


1 


65 | 


' ' il 
13.1 U 


4 


1.0 


69 


7.6 



40 



Vocational Opportunities of Pupils in 



TABLE IX (Continued) 



Total 




Teaching 
Teaching 
Domestic science 

Music 

In high school 
Principal high school 
Librarian 
Athletic coach 



Unclassified 
In orphans home 
Linotype man 
Reporter 
Traveling 
Undertaker 
County agent 



In school 

Business college 

College 

In school 
Medical college 
Normal school 
Private school 
Studying art 
Studying expression 
Studying in Italy 
Studying law 
Studying music 
Training for nurse 
University 
Veterinary college 



At home 
Housekeeper 
Married 
111 at home 

Farmer 
Farmer 
Poultry farmer 

Day laborer 
Day laborer 
In laundry 
In coal mines 
In printing office 
On government dredge 



Tennessee County High Schools 



41 



TABLE X 

PRESENT OCCUPATIONS OP QUITTERS* 

Boys 588 

Girls 384 

Total 972 



Boys 



| No. | % 



Girls 



No. 



% 



Total 



No. 



% 



Blank 
Dead 



Professional 

Minister 

Trained nurse 



Semi-professional 
Photographer . 



Federal or City Employee 
Ass't county official. . . . 

R. P. D. carrier 

Postmaster 



Artisans 
Blacksmith 
Bricklayer 
Carpenter . 
Electrician 
Mechanic . 
Painter . . . 
Plumber . . 



Transportation 
Chauffeur 

Drayman 

Expressman . . 
Liveryman . . . 
Railroader . . . 
Telegrapher . , 
Tel. employee 



Clerical Assistants 

Clerk 

Bookkeeper . 

Stenographer . . . 



84 




14.3 




84 j 14.3 



48 
2 
1 



51 



1.0 



1 1 


•2 


1 


.2 


1 4 


.7 


1 4 


.7 


2 


.3 


| 1 


.2 


1 1 


.2 


1 J 
1 14 


2.4 


1 4 


.7 


1 2 


.3 


1 5 


.8 


1 5 


.8 


4 


.7 


1 3 


.5 


1 & 


.8 


1 ' 
| 28 


4.8 



8.2 
.3 
.2 



8.7 



123 
1 



124 



32.0 
.3 



32.3 


1.0 



1.0 





I 







2.7 
.3 
.5 



12 I 3.5 



207 
1 



208 

1 

4 



14 

4 
2 
5 
5 
4 
3 



31 

57 
3 
3 



63 



21.3 
.1 



21.4 



1.4 

.4 
.2 
.5 
.5 
.4 
.3 



3.1 

5.7 
.3 
.3 



6.3 



The data for this table were secured from the principals of these 
sixty first-class county high schools. 



42 



Vocational Opportunities of Pupils in 



TABLE X (Continued) 



Boys 



No. 



% 



Girls 



No. 



% 



Total 



No. % 



Personal Service 
Running skating rink. 



Middlemen (office workers) 
Insurance agent 



Manufacture and Trade 

Banker 

Grain business 

Grocer 

Livestock dealer 

Lumberman 

Merchant 

Milliner 

Oil 

Salesman 



3 
1 

2 
1 
1 
2 

1 
11 



i 22 ! 



Teaching 



Unclassified 
Ass't in laboratory. 

Fluctuating 

Governess 

Loafing 

Logging 

Nothing 

Printer 

Reporter 

Society 



1 
2 
0- 
6 
1 
28 
4 
1 




In school 
A. and M. college. . 
Business college . . 

College 

Military school . . . 
Private school 

"School" 

School for nurses. 

State normal 

School of music... 
University 



43 



3 

4 
2 
27 

2 




At home 
Keeping house , 

Married 

Helping mother 
111 at home 



50 I 

! I 
1 

o I 
2 I 



.5 
.1 
.3 
.2 
.2 
.3 


.2 

1.9 



4.1 



1.4 



.2 
.3 



1.0 
.2 

4.8 
.7 
.2 





7.3 


1.4 

.5 
.7 
.3 

4.6 


.3 


.7 



8.5 







2 
23 





1 


36 


2 



.6 
6.0 





.3 




9.4 



.5 



39 

1 
3 
2 

10 
24 
2 

4 
1 



10.2 

.3 

.8 

.5 


2.6 
6.2 

.5 

1.0 

.3 



47 12.2 



96 

27 

1 



124" 



25.1 
6.2 
.3 


~3X 



.1 



126 



Tennessee County High Schools 



43 



TABLE X (Continued) 





Boys 


Girls Total 




| No. | % 


No. } % 


| No. 


% 


Farmer 


1 










J 214 36.4 


1 
1 


214 


22.1 




2 1 .3 


2 


.2 


Stock farmer 


1 1 .2 


o | o 


1 


.1 








217 1 36.9 





0' 


217 


22.4 


Day laborer 


1 










Working in — 


1 












5 | .8 








5 


.5 




3 | .5 


1 


.3 


4 


.4 




1 


.2 








1 


.1 




1 


.2 





0' 


1 


.1 




1 


.2 








1 


.1 




4 


.7 1 


1 





4 


.4 


o 





3 


1 - 8 1 


3 


.3 


Hotel 


1 


.2 





' 1 


1 


.1 




2 


.3 


0' 


| 


2 


.2 


Laundry 


4 .7 
4 .7 


0> 
2 



| 
.5 | 

I 


4 
6 
3 


.4 


Mills | 


.6 




3 


.5 


.3 




4 1 


.7 





0' | 


4 


.4 




1 


.2 1 





0' 


1 


.1 




1 


.2 





| 


1 


.1 


2 j .3 








2 


.2 


Transfer business , . 1 


2 | .3 
19 j 3.2 






| 



2 
19 


.2 




2.0 


1 


58 | 9.9 


6 


1.8 | 


64 | 


6.5 



44 



Vocational Opportunities of Pupils in 



TABLE XI 

OCCUPATIONS OF THE FATHERS OF SENIORS, GRADUATES AND 

QUITTERS.* 



Seniors' 


| Graduates' 1 


Quitters' 


Total 


| Fathers' 


| Fathers' f 


Fathers' 


Fathers' 


| Occupat'ns 


| Occupat'ns | 


Occupat'ns 


Occupat'ns 


| (815) 


| (388) | 


(440) 


(1643) 


| No. 


% 


| No. 


% 1 


No^ 


% 


No. 


% 


Blank 1 24 


2.9 


1 10 


2.1 | 


43 


9.9 


77 


4.6 


Cripple ] 





1 o 


| 


1 


.2 


1 


.06 


Dead 


1 57 



6.7 



1 32 



S.8 | 

| 


56 
1 


12.9 
.2 


145 
1 


8.8 


Gone for six years . . 


.06 


Invalid 










1 1 



.3 | 

| 



1 



.2 


1 

1 


.06 


Nothing 


.06 


Retired 












1 o 


| 
| 


1 
1 


.2 
.2 


1 
1 


.06 


Too feeble to work. . 


.06 




81 


9.7 


1 1 

1 43 


11.2 | 


104 


23.8 


228 


13.96 


Professional 






1 i 












Architect 


2 

4 

21 

1 2 


.2 

.5 

2.5 

.2 


o 
1 

10 1 

1 


| 

.3 
2.6 | 

.3 



1 

5 






.2 
1.2 



2 

6 

36 

3 


.1 


Dentist 


.3 


Doctor 


2.2 


Engineer, civil . . . 


.2 


Engineer, electrical 








1 


.3 








1 


.06 


Engineer, mechani'] 








i 2 1 


.6 1 








2 


.1 


Lawyer 


12 


1.4 


6 


1.5 | 

2.3 1 

l 


3 


.7 


21 


1.2 


Minister 


16 


1.9 


q 


12 


2.8 


37 


2.3 








i ' ' 
57 


6.8 


1 i 
30 1 


7. 9 ] 


21 


4.9 


108 


6.6 


Semi-professional 






] 


1 












1 


•1 


I 











1 


.06 


Druggist 


4 


.5 


I 2 | 

1 1 


.5 | 


1 


.2 


7 


.4 




1 


.1 


.3 | 





0' 


2 


.1 


Photographer 


1 


•1 


1 2 | 


.5 1 








3 


.2 


Vocalist 








1 1 1 


.3 | 








1 


.06 








7 ' 


.8 1 


1 ! 
1 6 | 


1.6 | 


1 


.2 


14 


.8 


Federal or City Em- 






i | 












ployee 






1 I 














7 


.8 


1 3 | 


.8 I) 


1 


.2 


11 


.7 




1 


.1 


1 ° 1 


1 








1 


.06 


County official . . . 


11 


1.3 


1 2 | 


.5 || 


5 


1.1 


18 


1.1 


Officer 



17 



2.0 


1 | 

1 1 1 


1 
.3 | 


1 




.2 



1 

18 


.06 


Postmaster 


1.1 


Public works 








| 


| 


1 


.2 





.06 


R. F. D. carrier. . . 








l o ; 





4 


.9 


4 


.3 


Road overseer .... 








I o | 





1 


.2 


1 


.06 




2 


.2 


! i 1 


.3 I) 








3 


.2 


State senator 


1 


.1 


1 


II 








1 


.06 


Supt. of courthouse 








1 o | 





1 


.2 


1 


.06 




39 


1 
4.7 


I i 

1 7 ! 


1.9 || 


14 


3.2 


60 


3.6 



*The data for this table were secured from the seniors, graduates 
and quitters. 



Tennessee County High Schools 
TABLE XI (Continued) 



45 



| Seniors' 
| Fathers' 
| Occupat'ns 
(815) 



| Graduates' 
| Fathers' 
I Occupat'ns 
(388) 



Quitters' 

Fathers' 

Occupat'ns 

(440) 



Total 

Fathers' 

Occupat'ns 

(1643) 



No. 



% 



No. 



% 



No, | % 



No. 



Artisans 

Blacksmith 

Bricklayer 

Carpenter 

Carriage trimmer 

Decorator 

Gunsmith 

Harnessmaker . . 

Mechanic 

Moulder 

Painter 

Patternmaker . . . 

Plumber 

Shoemaker 

Stonemason 

Tinner 

Tanner 

Well digger 

Transportation 
Expressman 

Railroader , 

Telegrapher 

Telephone 

employee 

Transfer business . 



6 

11 

1 





1 



1 

3 

5 
2 
1 




31 

2 
20 



3 
1 



26 



Personal Service 

Barber 

Hotel proprietor. 



30 



Middlemen (office 
"workers) 

Insurance agent . . | 5 

Land agent | 

Real estate | 8 

I 13 



.7 


1.3 


.1 





.1 



.1 

.3 
.6 
.2 
.1 





3.7 

.2 
2.4 



.3 
.1 



Clerical Ass'ts 

Bartender I 1 .1 

Bookkeeper 8 .9 

Clerk I 21 | 2.5 

Collector | I 

Mail-order man I 



3.6 

.2 
.2 



1 
1 
4 



2 
4 
1 
1 

1 


1 




1 

17 

4 

13 

1 






IT! 



18 


3 

2 






1.6 



10 

2 

12 



.3 

.3 
1.0 




.5 
1.0 

.3 

.3 


.3 


.3 



.3 



4.6 

1.1 

3.4 

.3 






4.8 



1.3 



2.6 

.5 

3.1 



14 


4 

1 

1 




3.2 



1.3 



2.1 

.2 

.2 



11 1 2.5 

I 
I 



.9 



.9 



I 

1 J .2 

1 .2 

2 | .4 



2 
19 
1 
2 
1 
2 
4 
1 
3 
2 
2 
5 
6 
2 
1 
1 

62 

6 
37 

2 

4 
1 



1 
11 

32 
1 
1 



15 

1 

11 



.5 

.1 

1.2 

.06 
.1 
.06 
.1 
.2 
.06 
.2 
.1 
.1 
.3 
.4 
.1 
.06 
.06 
>— 

3.8 

.4 

2.3 

.1 

.2 

.06 



50 I 3.0 



.06 
.06 
2.0 
.06 
.06 



46 I 2.8 



.9 

.06 

.7 



27 | 1.6 



46 



Vocational Opportunities of Pupils in 



TABLE XI (Continued) 





Seniors' 


i| Graduates' 


j| Quitters' 1 


Total 




Fathers' 


I Fathers' 


|J Fathers' | 


Fathers' 




Occupat'ns 


1 Occupat'ns 


| Occupat'ns | 


Occupat'ns 




(815) 


II (388) 


II (440) | 


(1643) 




No. 


1 % 


II No. 


% 


\\ No. 


I % 1 


No. | % 


Manufacture & Trade 






! 


1 


II 


1 


1 




5 
1 
1 
2 

1 
14 


.6 
.1 
.1 
.2 


.2 

1.6 


4 

1 ° 

1 o 

1 
1 

1 o 

1 5 


1.0 

o 

.3 
.3 

1.3 


II X 

II o 

II J 

i I 

ii 3 


.2 | 


.2 | 
.9 | 

| 
• 2 1 
•7 1 


10 
1 
2 
7 
1 
2 

22 


.6 


Brick 


.06 




.1 




.4 




.06 


Coal 


.1 




1.3 




1 


.2 


1 o 





1 o 


| 


1 


.06 


Engineer (unclassi- 






1 




II 








fied) 


1 


.1 














1 


.06 


Florist 


4 
9 
1 


.5 

1.0 

.1 


1 o 
! i 
1 o 



.3 

o 


1 o 

3 

1 o 


| 

•7 1 

0' 1 


4 

13 

1 


.2 


Foreman 


.8 




.06 


Grocer 


10 



16 


1.2 



1.9 


1 * 

1 ° 
1 o 

1 6 


.5 


1.5 


1 4 

1 1 

1 3 

1 o 


.9 | 
• 2 1 

•7 I 
| 


16 
1 
3 

22 


1.0 




.06 


Jeweler 


.2 




1.3 










1 o 





1 5 


1.0 | 


5 


.3 


Manufacturer 


3 


.3 


7 


1.8 


1 


.2 | 


11 


.7 




15 
80 
6 
11 
1 

8 



1.8 

9.6 

.7 

1.3 

•1 

o 

.9 





32 

1 

2 

1 



8.0 

.8 

.3 


.5 


.3 


1 ° 

17 

1 2 

I 




1 o 


o 1 
3.9 | 

•4 | 


| 
| 


o 1 


15 

129 

11 

12 

1 

2 

8 

1 


.9 


Merchant 


7.9 


Miller 


.7 


Miner 


.7 


Oil 


.06 


Produce 


.1 


Salesman 


.5 


Shipping clerk 


.06 


Supt. Mfg. Co 





1 








1 2 


•4 || 


2 


. .1 










1 | 


.3 


1 o 





1 


.06 


Supt. mines 1 





1 


1 1 


.3 


1 o 





1 


.06 


Tie Inspector 


1 


.1 


| 


o 


1 o 


o II 


1 


.06 


Timber inspector.. 





o 


| 





4 


.9 || 


4 


.2 




6 


•7 ! 


3 | 


.8 


2 


•4 II 


11 


.7 


Trader | 


2 


.2 | 


| 





1 


.2 || 

ii 


3 


.2 


1" 






1 






II 






1 


201 


24.5 | 


71 | 


18.3 


58 


13.2 || 


330 


20.1 




17 I 
i 


2.0 | 


6 1 


1.6 


2 


.4 II 

II 


25 


1.5 


1 
Unclassified 


1 
| 




1 










Floor walker | 


1 


.1 


1 








II 


1 | 


.06 




1 


.1 


o 





1 


• 2 1 


2 


.1 


Laundryman | 








o 1 





1 


•2| 


1 | 


.06 










I 





3 


•7 II 


3 | 


.2 


Pool room employee' 








1 1 


.3 





|j 


1 | 


.06 




3 


.4 


o 1 





2 


.4 || 


5 | 


.3 


Undertaker | 


2 


.2 


1 1 


.3 


1 


• 2 II 


4 1 


.2 


1 ? 


.8 


2 1 


.6 


8 I 


1.7 || 


17 | 1.0 



Tennessee County High Schools 



47 



TABLE XI (Continued) 





Seniors' 


| Graduates' l| Quitters' 1 


Total 




Fathers' 


1 Fathers' fj Fathers' | 


Fathers' 




Occupat'ns 


1 Occupat'ns | Occupat'ns | 


Occupat'ns 




(815) 


| (388) || (440) | 


(1643) 




No. 


% 


| No. | % [;| NOj. 


% I 


No. 


% 


Farmer 






1 1 II 


1 








295 


35.4 


| 160 | 42.0 || 18U 


41.4 | 


635 


38.7 




1 


.1 


2 


1 
.6 | 





3 


.2 


Fruit farmer 








1 o 


o 1 


2 


.4 | 


2 


.1 


Poultry farmer. . . . 








1 ° 


| 


1 


.2 | 


1 


.06 




4 


.4 


1 7 


1.8 | 


12 


2.7 [ 


23 


1.4 




2 


.2 


1 1 


.3 1 





o 1 


3 


.2 


Agricul'al field Agt. 








1 1 I -3 1 





o 1 

1 


1 


.06 




302 


36.8 


| 171 | 45.0 | 


195 


1 
44.3 | 


668 


40.8 



48 



Vocational Opportunities of Pupils in 



X 



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Eh 
H 

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p 

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suotjcdnooo 

IP3 JO 
IBJOJ, 



(g^9T) 

saamBj 

.sjajjmO 

.saj^npiuo 

.sjoiuas jo 

suoijBdnooo 

}uas8J.d 



(ZL6) 

jo 

uoij'Bdnooo 

JU8S9.IJ 



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uoij-ednooo 



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Tennessee County High Schools 49 

It will be seen at a glance that the constituency of the first- 
class county high schools of Tennessee are of a cosmopolitan 
nature. The occupations of former pupils and of parents cover 
a field ranging from 24 occupations (omitting the group enrolled 
in school) engaged in by the graduates, 66 by the quitters, 78 by 
the older brothers and sisters, to 105 by the fathers. 

A condition such as this is far fromi being simple, and it would 
seem! at first thought that the adapting of a suitable high school 
course of study would be almlost impossible. A closer study of 
the tables, however, will reveal the fact that some two or three of 
these groups of occupations stand out above all the rest. Es- 
ptecially is this true if we consider the occupations of the fathers 
alone. We find here that 40.8 per cent are farmers, and 20.1 per 
cent are engaged in manufacture and trade. These occupations 
together with professional (6.6 per cent), artisans (3.8 per cent), 
federal or eity employees (3.6 per cent), transportation (3 per 
cent), and clerical assistants (2.8 per cent) embrace 80.7 per 
cent of the occupations of all the fathers. The same seven groups 
of occupations, with that of teaching added, are likewise the 
leading ones engaged in by all the various groups of students 
who have formerly attended high school and are now at work. 
These outstanding facts concerning the occupations of the fath- 
ers and the pupils now at work are of vital importance to assist 
in forecasting the probable vocations of the students who finish 
high school. They become the determining factor in the discus- 
sion of our next chapter. 

Since Tennessee is an inland state, bordering on no large body 
of water and lying upon none of the special highways of comH 
meree, her people are primarily a rural folk with agriculture as 
their basal occupation, and the above mentioned leading occupa- 
tions are practically those necessary to the life of such a people, 
Even if the people of Tennessee are predominantly an agricul- 
tural folk, yet the wide range of occupations engaged in by them 
argues against the establishment of strictly technical agricul- 
tural high schools. The general high school is the solution of 
the problems. A detailed discussion of that topic is reserved for 
the chapter on the program of studies. With these facts in mind, 
we are ready to forecast the probable vocations of the pupils 
who attend these first-class county high schools. 



CHAPTER VI 

PROBABLE VOCATIONS OF PUPILS ENROLLED IN 
TENNESSEE COUNTY HIGH SCHOOLS. 

The previous chapter has shown rather conclusively what are 
the chief vocational opportunities of the pupils of the first-class 
coi|nty high schools of Tennessee. The problem set for this 
chapter is to ascertain what vocations the pupils of the first-class 
county high schools are likely to enter. 

There are, at least, four ways of forecasting the probable vo- 
cations of the pupils of these high schools: 

(1) By ascertaining the present occupations of the fath- 
ers of seniors, of graduates, and of quitters ; 

(2) A. By ascertaining the choice of occupations expres- 

sed by seniors, and by graduates of the previous 
year; 

B. By ascertaining the present occupation of gradu- 
ates of the previous year, who are at work, and the 
present occupations of older brothers and sisters 
who are graduated and who are at work; 

C. By a conijparison of the present and anticipated 
occupations of seniors and graduates; 

(3) By ascertaining the present occupations of older 
brothers and sisters who did not graduate, and the 
present occupations of quitters; 

(4) By ascertaining the chief vocations engaged in by the 
people of the State of Tennessee. 

With this purpose in mind we shall discuss each of these di- 
visions in the order named. 

It is an evident fact that the occupations of the fathers, in a 
large measure, will be engaged in sooner or later by the children. 
Especially does this appear to be true in a rural agricultural re- 
gion like Tennessee. It is also true that out of every com'munity 
a very few leave the community to go into other occupations, but 
these are the exceptions to the rule. Consequently, the presenta- 
tion of table XIII will reveal the probable vocations of the pu- 
pils of the first-class county high schools of Tennessee. Table 
XIII which follows was derived from table XI and is repro- 
duced here to present in a concise form the facts of that ex- 
tended table. 

50 



TABLE XIII 

COMBINATION TABLE SHOWING OCCUPATIONS OP FATHERS OF 
SENIORS, GRADUATES AND QUITTERS.* 



Seniors' 

Fathers 

(815) 



Graduates' 

Fathers 

(388) 



Quitters' 

Fathers 

(440) 



Total 
Fathers 
(1643) 



No. 



% 



No. 



% I 



Noj. 



% 



No. 



% 



Blank 

Professional 

Semi-professional . 
Federal or City Emp. 

Artisans 

Transportation 

Clerical Ass't 

Personal Service . . 

Middlemen 

Mfg. and Trade . . . 

Teaching 

Unclassified 

Farmer 



81 
57 

7 
39 
31 
26 
30 

4 

13 

201 

17 

7 
302 



9.7 
6.8 

.8 
4.7 
3.7 
3.1 
3.6 

.5 

1.6 

24.5 

2.0 

.8 
36.8 



43 

30 

6 

7 

17 

18 

5 



12 

71 

6 

2 

171 



11.2 
7.9 
1.6 
1.9 
4.6 
4.8 
1.3 

3.1 

18.3 

1.6 

.6 

45.0 



104 

21 

1 

14 

14 

6 

11 

4 

2 

58 

2 

8 

195 



23.8 

4.9 

.2 

3.2 

3.2 

1.3 

2.5 

.9 

.4 

13.2 

.4 

1.7 

44.3 



228 

108 
14 
60 
62 
50 
46 
8 
27 

330 
25 
17 

668 



13.9 
6.6 
.8 
3.6 
3.8 
3.0 
2.8 
.5 
1.6 

20.1 
1.5 
1.0 

40.8 



*This table was derived from table XI. 

Tikis table shows that the two vocations of farming and man- 
ufacture and trade claim nearly two-thirds (60.9 per cent) of 
the fathers of all the groups. These two large groups are fol- 
lowed, as would be expected, by smaller groups of professional 
men (6.6 per cent), artisans (3.8 per cent), city employees (3.6 
per cent), men engaged in transportation (3 per cent), and 
clerks (2.8 per cent). This condition bears out the statement 
made previously in this study that the State of Tennessee is fun- 
damentally an agricultural state. If the occupations of the fath- 
ers determine largely the occupations of the children, our con- 
clusion is evident. These facts will be of help to us later in dis- 
cussing the probable vocations of the high school students. 

A second way of forecasting the probable occupations of pu- 
pils of the first-class county high schools of Tennessee, as has 
been stated, is to ascertain the choice of occupations expressed 
by seniors in these high schools and by graduates of the previous 
year. Also to ascertain the. present occupations of graduates of 
the previous year who are at work, and of older brothers and 
sisters who graduated and are at work. Let us now turn to a 
discussion of these groups. The following tables reveal the facts 
in the case. 

51 



52 



Probable Vocations of Pupils Enrolled in 



TABLE XIV 

CHOSEN OCCUPATIONS OF SENIORS.* 

Boys 344 

Girls 471 

Total 815 



Total 




Blank 



Professional 

Architect 

Dentist 

Doctor 

Engineer, civil 

Engineer, electrical . 
Engineer, mechanical 

Engineer, mining 

Lawyer 

Minister 

Trained nurse 



Semi-professional 

Artist 

Cartoonist 

Chemist 

Draftsman 

Druggist 

Journalist 

Lecturer 

Missionary 
Musical artist . 
Sculptor 



Federal or City Employee 

Civil service 

Mail clerk 

U. S. Army (West Point) 
U. S. Navy (Annapolis) . . 



Transportation 
Expressman 
Telegrapher 



Clerical Assistants 
Bookkeeper .... 

Office work 

Stenographer . . . 



*Data for this table were secured from the questionnaires filled 
by the seniors. 



Tennessee County High Schools 



59 



TABLE XIV (Continued) ) 



Boys 



I No. | % 



Girls 



Total 



No. I % 



No. I % 



At Home 
Housekeeper 



Manufacture and Trade 

Banker 

Contractor and builder. 

Business 

Engineer (unclassified) 

Florist 

Lumberman 

Machinist 

Merchant 

Milliner 

Tobacconist 

Salesman 



Teaching 

"Teach" , 

Agriculture 

Art 

College 

Commercial 

Domestic science. . 

English 

Expression 

French 

In high school 

History 

Kindergarten 

Languages 

Latin , 

Mathematics 

Music 

Physical education 

Primary 

Psychology 



Unclassified 

Poultryman | 

Printer | 

Undertaker j 

Get good position | 

Study music I 

Don't expect to make my own| 
living | 

h 



I 



2 
1 
19 
9 
1 
1 
6 
9 

1 
2 



.6 

.3 

5.5 

2.6 

.3 

.3 

1.7 

2.6 

0' 

.3 

.6 



51 j 14.8 



31 
4 

1 







9.0 
1.2 

.3 






! 



40 

1 
1 
1 
1 





Farmer I 58 16.8 



11.7 

.3 
.3 
.3 



1.2 



| 228 

i 1 
I 1 

1 

! i 

| 46 

I 10 
7 
1 

I 2 
4 
2 

I 2 

I 1 
1 

37 

I 1 
I 12 

I 



358 





3 



2.0 



47.9 

.2 

.2 

.2 

.2 

9.7 

2.1 

1.5 

.2 

.4 

.8 

.4 

.4 

.2 

.2 

11.5 

.2 

2.5 





75.8 





.6 

2.0 



2.6 




2 
1 
20 
9 
1 
1 
6 
9 
2 
1 
2 

54 

259 
5 
1 
2 
1 

46 

10 
7 
1 
2 
5 
2 
4 
1 
1 

37 
1 

12 
1 

398 

1 
1 
1 
1 
3 



12 

58 



.2 

.1 

2.4 

1.0 

.1 

.1 

.7 

1.0 

.2 

.2 

.2 

6.2 

31.1 
.6 
.1 
.2 
.1 

5.5 

1.2 
.8 
.1 
.2 
.6 
.2 
.5 
.1 
.1 

4.4 
.1 

1.4 
.1 

46.4 

.1 
.1 
.1 
.1 
.3 

.5 
1.2 

7.0 



Probable Vocations of Pupils Enrolled in 

In the beginning we must remember that the seniors are a 
select group, the few out of the large number of freshmien who 
entered, who have survived the process of training, and who are 
imbued with the spirit which dominates the high schools of the 
state. They have entered the high school with the idea of pre- 
paring for college. Table XXVII shows that 62.4 per cent of the 
boys and 13.6 per cent of the girls plan to go to the university ; 
that 4.1 per cent of the boys and 23.8 per cent of the girls plan 
to go to college ; and that 10.8 per cent of the boys and 42.1 per 
cent of the girls plan to go to the normal school. In other words, 
77.3 per cent of the boys and 79.5 per cent of the girls plan to 
enter either the university, the college, or the normal school. 
This evidences the fact that the greater part of the seniors plan 
to enter careers which begin after finishing college, and explains 
why such a big percentage of the boys (32.7 per cent) plan pro- 
fessional careers and why 75.8 per cent of the girls plan to 
teach. 

Notwithstanding the fact that a large part of the seniors plan 
to go on to college, university, or normal school, there still remains 
a considerable numiber who, in all probability, will go directly 
into their life-work imlmediately upon leaving high school. 
Table XIV shows that 14.8 per cent of these plan to enter 
some phase of manufacture and trade and that 16.8 per cent of 
themi expect to be farmers. Past conditions show the improba- 
bility of these boys ever going to college. "We will agree that the 
high school has perhaps done its part for those who go on to col- 
lege, but we wish, in this connection, to raise the question as to 
what it has done toward helping the other group. The chapter 
oni the program of studies will probably throw some light on the 
question. 

We seem safe in saying that from among the seniors will come 
the majority of the mien who will leave the community to enter 
professional life. As to whether all of those who plan to enter 
professional life will do so, we shall discover a little later in 
this study. However, we must not forget that there is quite a 
large group who do not contemplate a professional career at all, 
and that the high school owes as much to them as to the ones who 
plan to enter professions. 

. 



') 



Tennessee County High Schools 



59 



Let us now turn to the table giving the chosen occupations of 
graduates of the previous year, and see what light it throws on 
the problem. 

TABLE XV 

PRESENT OCCUPATIONS OP GRADUATES* 

Boys 166 

Girls 222 



Total 388 





Boys 


Girls 


Total 




No. 


1 % II 


No. 


1 % 


No. 


% 


Blank 


41 

1 
1 

9 

4 

1 

11 

5 

i 


24.6 || 

II 

.6 || 

.6 1 

5.4 | 

2.4 || 

.6 || 

6.6 II 

3.0' || 

i 


97 










43.7 








0' 


138 

1 
1 
9 
4 
1 
11 
5 


35.9 


Professional 
Architect 


.3 


Dentist 


.3 


Doctor 


2.3 


Engineer, civil 


1.0 


Engineer, mining 


.3 


Lawyer 


2.9 


Minister 


1.3 






Semi-professional 
Agricultural agent 


32 

1 


2 

3 




19.2 || 

.6 | 

o 1 

1.2 | 

|| 
1.8 || 

o II 

|| 
II 





3 

1 
1 
1 
1 





1.8 

0' 
.5 
.5 
.5 
.5 


32 

1 

3 
2 
1 
4 
1 
1 


8.3 
.3 


Authoress 


8 


Chemist 


.5 


Illustrator 


.3 


Journalist 


1.0 


Orator 


3 


Vocalist 


3 






Federal or City Employee 

Civil service 


6 

1 
1 
1 

2 


3.6 || 

II 

.6 || 

.6 || 

.6 || 

1.2 || 


7 







3.3 



0' 



13 

1 
1 
1 
2 


3.4 
.3 


Federal court clerk 


.3 


Mail clerk 


.3 




.6 


Artisans 
Electrician 


5 

9 

2 
1 
5 


3.0 || 

II 

5.4 i| 

1.2 || 

.6 || 

3.0 | 

H 


















5 

9 
2 
1 

5 


1.3 
2.3 


Engineer (unclassified) 


.5 


Engineer, mill 


.3 
1.3 


Transportation 
Expressman 


17 
1 


II 
10..2 || 

• 6 1 






0' 



17 



4.5 
3 


i 






' 1 
1 


II 
.6 || 


0' 





1 


.3 



*Data for this table were secured from the questionnaires filled 
by the graduates. 



Probable Vocations of Pupils Enrolled in 
TABLE XV (Continued) 





Boys 


| Girls 


Total 


1 


No. 


% 


| No. 


% 


| No. 


% 


Clerical Assistants 


1 
1 

5 


.6 1 
.6 

° 1 

3.0 , 

1 




1 
5 





.5 
2.3 


1 1 
1 1 
| 1 

1 io 


.3 


Grain clerk 


.3 




.3 




2.6 


Middlemen (office workers) 
Real estate 


7 

1 

1 


4.2 | 

.6 
.6 1 


6 





2.8 

o 




1 
13 

1 

1 1 
1 


3.3 
.3 


Traveling salesman 


.3 






Manufacture and Trade 
Auto business 


2 

1 

7 
1 
5 


1.2 | 

.6 1 
4.2 

.6 
3.0 





1 2 
1 ° 








.9 




1 2 
1 

1 

1 9 

1 1 

5 


.5 
.3 


Business 


2.3 


Shipping clerk 


.3 


Bajiker 


1.3 






Teaching 
"Teach" 


14 

17 








1 






1 






8.4 

10.2 






.6 



.6 





1 2 

71 
1 

12 
1 

| 1 

| 1 



1 

1 

10 

1 
1 
1 

1 


.9 

32.0 
.5 

5.4 
.5 
.5 
.5 


.5 
.5 

4.5 
.5 
.5 
.5 
.5 


16 

! 88 

1 

12 

| 1 

1 1 
1 
1 
1 
1 
10 
2 
1 
1 

| 1 


4.2 
22 9 


Art and expression 


.3 


Domestic science 


3.1 


Elementary school 


.3 


English 


.3 


German 


.3 


History 


.3 


Latin 


.3 


Languages 


3 


Music 


2.6 


Mathematics 


.5 


Piano 


.3 


Primary 


.3 


Violin 


3 






Unclassified 
Extension work 


19 


4 

1 


11.4 



2.4 

1 -6 


103 

1 
1 

2 



46.4 

.5 
.5 
.9 



| 122 

1 

5 
2 

| 1 


31.5 
.3 


Go to college 


1.3 


Librarian 


.5 


Missionary 


.3 






Farmer 


5 
17 




3.0 

10.6 

1 

1 o 


4 

3 


1.8 

o 

1.4 


9 
17' 
1 3 


2.4 
4.5 


At home 


.8 







Affier a study of the previous table, we realize that practically \ \ 
the same thing may be said concerning graduates as was said of : 
seniors; that is, that the majority of them plan to enter vocal 



Tennessee CoumU 

tions which begin after a college ct 
senior boys planning a professiona 
senior girls planning to teach are bo 
portion than the corresponding grou 
less than one graduate boy out of every 
career, and not quite one-half of the 
teach. 

The same problem that arose in the cas 
here; namely, to what extent will the voc 
graduates materialize. Although no definite 
to this question, nevertheless two interesti 
available which will help us to some extent; 
occupations engaged in by the graduates one year 
high school, and second, the occupations of older 
sisters who have graduated and are at work. 

Let us turn to the tables showing the occupations o 
who are at work, and of older brothers and sisters 
graduated and are at work. 

TABLE XVI 

PRESENT OCCUPATIONS OP GRADUATES* 

Boys 166 

Girls 222 

Total 388 





Boys 


Girls 


Total 




No. | % | 


No. 


% 


| No. | % 


Blank 


I | .6 | 

i ! 

II .6 1 

o 1 


2 


1 


1.0 


.5 


| 3 | .8 


Federal and City Employee 
Civil service 


1 | .3 


Ass't postmistress 


1 | .3. 






Artisans 
Bricklayer 


I ! .6 | 

i'l -e| 

II .6 

1 | .6 1 

2 1.2 1 


1 







.5 

| 

0' 



2 | .6 

1 | .3 
1 | .3 


Electrician 


1 | .3 

2 | .5 




5 | 3.0 | 





o ! 


5 | 1.3 



*Data for this table were secured from the questionnaires filled 
by the graduates. 



of Pupils Enrolled in 



VI (Continued) 





Boys 


Girls 


Total 




No. 


% 


No. 


% 


| No. 


% 




1 

1 

4 


, 

.6 
2.4 


1 





.5 





1 2 
| 1 

1 4 


.5 

.3 

1.0 




6 


3.6 


1 


.5 


1 7 


1.8 




9 
14 
2 
2 
3 
1 


5.4 
8.4 ' 
1.2 
1.2 
1.8 
.6 


3 

' 5 


4 



1.4 
2.3 



1.8 




1 12 
1 19 

1 2 
1 2 
1 7 
| 1 


3.2 




4.9 




.5 




.5 




1.8 




.3 






ind Trade 
)SS 


31 
2 

o 

1 
1 

! 

2 


18.6 

1.2 

.6 
.6 
1.2 
1.2 
1.2 


12 


1 








5.5 



.5 

0' 





1 43 

2 
1 
1 

| 1 

1 2 
1 2 
1 2 


11.2 
.5 




.3 




.3 


a 


.5 
.5 
.5 




.5 




10 


6.0 


1 


.5 


1 U 


2.9 


-ling 

3ach" 






7.8 






54 
1 
3 


24.4 

.5 

1.4 


1 67 

1 1 
1 3 


17.5 


iression . 


.3 


sic 


.8 






iclassified 


13 


7.8 
.6 


58 



26.1 




1 71 
| 1 


18.6 
.3 


In School 

Studying art 


4 
18 

4 
4 
3 



° 
o 

19 


2.4 
10.8 

2.4 

2.4 
1.8 


o 





11.5 


13 

14 

1 

6 

11 

20 

1 

1 

11 

1 

10 


5.9 
6.3 

.5 
2.7 
4.5 
9.0 

.5 

.5 
5.0 

.5 
4.5 


17 

| 32 

| 1 

1 10 

1 15 

| 23 

1 

1 

11 

| 1 

| 29 


4.5 
8.3 

.3 
2.6 
3.6 
6.0 

.3 




.3 

2.9 

.3 

7.5 




52 


31.3 ' 


89 


39.9 


| 141 


36.7 










58 


26.1 


58 


15.1 




46 


27.6 








46 


12.0 



Tennessee Countfy High Schools 



59 



TABLE XVII 

PRESENT OCCUPATIONS OF OLDER BROTHERS AND SISTERS WHO 

GRADUATED.* 

Boys 151 

Girls 195 



Total 




346 










Boys 


| Girls 


Total 




No. 


1 % 


| No. 


% 1 


No. | % ' 


Blank 


10 




1 6.7 
0^ 


25 
1 


12.7 1 
.5 1 


35 | 10.7 


Dead 


1 | .3 






Professional 


10 

1 

7 
2 
3 


6.7 

.7 

4.6 
1.4 

2.0 


26 








' ' 1 
13.2 | 

1 


0' 1 
1 



36 | 10.4 
1 I .3 




7 | 2.0 




2 | .6 




3 | .9 






Semi-professional 


13 

1 
1 
1 


8.7 

.7 

•7 

' -7 










' 1 
| 

o 1 



o 1 


13 | 4.0 
1 | .3 


Druggist 


1 | .3 


Journalist 


1 | .3 






Federal and City Employee 
Ass't postmaster 


3 

1 

1 
1 
1 
2 


2.1 

.7 
•7 
.7 
.7 
1.4 











1 1 1 


0' 1 

0' 1 

| 

| 



3 | .9 
1 | .3 


Civil service 


1 | .3 


County official 


1 | .3 


Mail service 


1 | .3 


U. S. Army 


2 1 .6 






Artisans 
Plasterer 


6 
2 

1 

18 
8 
1 

2 


4.0 
1.4 

.7 

12.2 
5.3 

•7 
L4 





2 

6 
1 

5 



o 1 
o 1 

1.0 1 

3.0 1 

.5 
2.6 




6 1 1.8 
2 1 .6 


Transportation 
Expressman 


3 | .9 


Clerical Assistants 
Bookkeeper 


24 | 7.3 


Clerk 


9 | 2.6 


Stenographer 


6 | 1.8 


Timekeeper 


2 1 .6 






Middlemen (office work) 
Cotton broker 


29 

1 
3 
1 


19.6 

•7 
2.1 

.7 


12 






1 ' 1 
6.1 

| 
1 



41 | 12.3 
1 | .3 


Insurance agent 


3 1 .9 


Real estate 


1 1 .3 








5 


3.3 





1 1 
| 


5 | 1.5 

) 



*Data for this table were secured from the questionnaires filled 
by the graduates, seniors and quitters. 



60 



Probable Vocations of Pupils Enrolled in 



TABLE XVII (Continued) 



Boys 



No. 



% 



Girls 



No. 



% 



Total 



No. 



Manufacture and Trade 

Contractor 2 j 1.3 

Foreman | 1 | .7 

Merchant I 3 j 2.1 

1 

| 6 | 4.0 

Teaching 

Teaching | 6 | 4.0 

Domestic science | | 

In high school | 2 | 1.4 

Librarian j | 

Music | | 

Principal in H. S | 1 | .7 

I 1 

| 9 | 6.0 
Unclassified 

County agent ] 1 | .7 

In orphan's home I 1 | .7 

Reporter | 1 | .7 

I— 1 

I 3 j 2.1 
In School 

Business college | | 

College I 6 | 4.0 

Medical school j 2 | 1.3 

School I 2 1.3 

State normal | 3 | 2.1 

Studying art j 

Studying music | | 

Studying law | 5 3.3 

Studying in Italy J 1 | .7 

University J 13 j 8.7 

| 32 | 21.1 
At Home 

Housekeeper | | 

Married | j 

| 

Farmer I 32 I 21.1 



o 1 





1 

66 1 


33.6 


2 I 


1.0 


o 1 





1 | 


.5 


1 | 


.5 


1 j 


.5 


71 | 


36.1 


1 
o 1 





I 





o l 





1 
1 





2 | 


1.0 


"el 


6.5 





2 I 


1.0 


1 | 


.5 


1 | 


.5 


1 1 


.5 




2 




1.0 


22 


11.2 


32 
30 


16.3 
15.3 



62 I 31.6 

1 
I 



72 
2 
2 
1 
1 
2 



SO 

1 

1 

1 



2 
19 
2 
4 
4 
1 
1 
5 
1 
15 



54 



32 

30 



62 
32 



1.8 

20.9 
.6 
.6 
.3 
.3 
.6 

23.3 

.3 
.3 
.3 



.6 
5.7 

.6 
1.2 
1.2 

.3 

.3 
1.5 

.3 
4.5 

16.2 

9.3 

9.0 



18.3 
9.3 



A study of the occupations of the graduates throws still fur- 
ther light upon the question of probable vocations, because in 
this instance a year has intervened since the boys and girls left 
high school. It is true of them, as it is true of the seniors, that 
they are a select group, and that they too are perhaps planning 
to take further training in some higher institution of learning. 

Table XVI shows that 31.3 per cent of the boys and 39.9 per 



Tennessee Couniy High Schools 61 

cent of the girls are taking further training in somte institution 
of learning at present. This, as in the case of the seniors, will 
explain the situation presented in table XVi; namjely, that 19.2 
per cent of the boys plan a professional career and that 46.4 
per cent of the girls select teaching as a vocation. They too, 
doubtless, look upon the high school as only a preparatory place 
for college. 

Aside from the large number who are in school, there remains 
a group of students who have gone from, their high school directly 
into vocations. Of the boys 18.6 per cent are clerical assistants, 
27.6 per cent are farmers, and 6 per cent are in the mjanufactur- 
ing and trade group. Of the girls 26.1 1 per cent are at home, and 
26.1 per cent are teaching. It is highly probable that these last 
naniied occupations in which the graduates are found one year 
after leaving high school, will remain their occupation for life 
(excepting, perhaps, the group of girls who are teaching). 

The same question that was raised concerning the training of 
the seniors is pertinent here ; namely, has the high school done 
its part as well by these as it has by those who have gone on to 
college ? Has the boy who graduated from high school and gone 
directly into the industrial, commercial or agricultural phases 
of life any material advantages due to his training, over the boy 
who has never gone to high school? Surely the high school 
graduate possesses material advantages over the boy who has 
not finished the high school when it comes to entering college. 
Do these graduates who go out to take their places as farmers 
in the community carry with them more scientific methods of 
farming as a result of having gone through high school ? Have 
these girls who are staying at home higher and more scientific 
ideals of home-making as a result of their high school education? 
These and numerousi similar questions arise, but we reserve their 
discussion for the chapter on the program of studies. 

Table XVII, showing the present occupation of older brothers 
and sisters who graduated, reveals practically the sarnie condi- 
tion as that we have just indicated for seniors and graduates, 
and hence requires no special comment. 

Alfter a study of the occupations of the graduates, we conclude 
that from! the great per cent in college many of them will 
enter the professions; however, the numher going directly 



62 



Probable Vocations of Pupils E'nroll&d in 



into their life-work is considerably larger in proportion than 
was found in the plans of the seniors. This but emphasizes the 
fact tha,t the high school's sole duty is not preparing for col- 
lege, but that its obligations to those who do not go on to college 
are equally as great. 

A study of the graduates' plans for their life-work contrasted 
with what they are doing at present, will help us to see how far 
their hopes have materialized, and will also enable us to judge 
to somie extent concerning the plans of the seniors. For this 
purpose tables XVIII and XIX have been prepared. For con- 
venience in discussion, the boys and girls are grouped separately. 
The table showing the anticipatory occupations of girls as con- 
trasted with their present occupations follows: 

TABLE XVIII 

COMBINATION TABLE SHOWING A COMPARISON OF THE PRESENT 

AND ANTICIPATED OCCUPATIONS OF THE SENIORS AND 

GRADUATES.* 





Anticipatory 


Present 




| Chosen 


Chosen 


| Present 




|Occupations|Occupations 


lOccupations 




1 of 


1 of 


1 of 




1 Seniors 


Graduates 


1 Graduates 


Girls 


| (471) 


| (222) 


1 (222) 




1 % 


% 


1 % 


Blank 


. ..| 10.8 


43.7 


1.0 




...| 2.1 





1 o 


Semi-professional 


. . .1 .4 


3.3 


o 


Federal or City Employee... 


...] 


o 


.5 


Transportation 


. . . I .6 


o 


1 - 5 




... 5.2 


2.8 


5.5 




...| .6 


.9 


1 -5 




...| 75.8 


46.4 


| 26.1 




...1 





39.9 


At Home 


. . . I 2 


1.4 

1.8 


26.1 




...] 2.6 






This table was derived from tables XIV-XVI. 



The preceding table shows that over one-half of the graduates 
who planned to miake teaching their occupation were actually 
engaged in it one year after leaving high school. The differ- 
ence between the percentage of graduates anticipating teaching 
(46.4) and those already engaged in it (26.1) can be accounted 



Tennessee County High Schools 



6s; 



for by the fact that 39.9 per cent of them are taking further 
training. 

The striking thing about this table is that only 2 per cent of 
the seniors and 1.4 per cent of the graduates planned to remiain 
at hom(e. Yet after the graduates had been out of high school 
nearly a year 26.1 per cent of them were actually in the home, 
and 31.6 per cent of the older sisters who have graduated are 
likewise in the home. 

Judging from' the above, in all probability we can safely say 
that at least one-third of the 75.8 per cent of the senior girls 
who plan to teach will go directly from the high school into the 
home. Here again We see emphasized the duty of the high school 
toward these students who do not go on to college, but become 
teachers and homemiakers in rural communities. 

Let us turn now to a similar table concerning the boys. 

TABLE XIX 



COMBINATION TABLE SHOWING A COMPARISON OP THE PRESENT 

AND ANTICIPATED OCCUPATIONS OF THE SENIORS AND 

GRADUATES.* 





Anticipatory 


Present 


Boys 


| Chosen 
(Occupations 

of 
| Seniors 
| (344) 


Chosen 

Occupations 

I of 

Graduates 

(166) 


Present 
Occupations 

of 

Graduates 

(166) 




1 % 


% 


% 




,..| 9.6 

32.7 

...j 5.7 


24.6 

19.2 
3.6 
3.0 

10.2 

.6 

4.2 

1.2 

8.4 

11.4 
3.0 

10.6 


.6 




Federal or City Employee . . . 


, | 2.7 
...| 


.6 
3.0 




... | 


3.6 


Clerical Assistants 


...f 4.9 


18.6 


Personal Service 


... | 





Manufacture and Trade 

Teaching 


| 14.8 
...j 11.7 


6.0 
7.8 


Unclassified 


... | 1.2 


.6 


In School 


...| 


31.3 


Farmer 


...| 16.8 


27.6 



*This table was derived from tables XIV-XVI. 



Here we find, first, over four times as many graduates en- 
gaged in clerical positions as contemplated entering this voca- 
tion for life. Although this may be explained in part by the 



64 Probable Vocations of Pupils Enrolled, in 

fact that some of these are in this work temporarily, planning 
ultimately to enter other vocations, nevertheless the chances are 
that the majority of them, because of lack of training will re- 
main clerks. One year after graduation we find about as many 
graduates engaged in manufacturing and trade as planned to 
make it their life-work. This means that these boys will prob- 
ably take no further training after their high school education. 

Fewer boys than girls plan to teach. One year after gradu- 
ation finds the majority of those who plan to do so already at 
work. But the occupation claimiing the largest group of the 
graduate boys is that of farming. Here we find nearly three 
times as many boys already farming as planned to do so for life. 
We can not pass on without pausing to remark that the number 
of farmers constitutes about one-third of this graduate group. 

Forecasting the future occupations of the senior boys on the 
basis of the present occupations of the graduates, we miay safely 
assume that a greater percentage of them than here indicated 
will probably become clerks, farmers, or engage in transporta- 
tion. 

It will be of interest to note that nearly twice the percentage 
of seniors plan a professional career as the graduates who have 
been out of high school a. year, while on the other hand 10.2 per 
cent of the graduates have felt it worth their while to plan to 
be artisans for life as contrasted with none of the seniors. 

The occupations of the older brothers and sisters who did not 
graduate, and also the quitters will be considered next. 

"When we try to determine the probable vocations of the quit- 
ters we must remember that they constitute about 86 per cent 
of the entire high school population, and if considered from; a 
democratic viewpoint, because of their numbers, constitute the 
most important part of the student body. The seriousness of 
elimination is evidenced by the fact that one of the main ideas 
permeating all the studies made in recent years concerning high 
school education is to try to determine some means by which 
this heavy elimination can be lessened. No doubt much has been 
accomplished. Notwithstanding all the changes that have come 
about in the course of study and in the organization of the high 
school, there yet remains for some reason or other, a large group 
who do not stay to graduate. 



Tennessee County High Schools 



65 



Ifj we accept the interpretation that it is the duty of the mod- 
ern high school to prepare this large group for the duties and 
responsibilities of life as well as to train the small group for 
college entrance, then the necessity for knowing the vocations 
which this larger group w 7 ill enter is very apparent. 

The preceding pages have shown us what vocations graduates 
and seniors plan to enter and what the obligations of the high 
school are to each group. We are now ready to see what voca- 
tions the large group which leaves without graduating will prob- 
ably enter and what are the duties and responsibilities of the 
high school to them'. "With this in mind tables' XX and XXI are 
presented. 

TABLE XX 

PRESENT OCCUPATIONS OF OLDER BROTHERS AND SISTERS WHO 
DID NOT GRADUATE.* 

Boys 357 

Girls 200 

Total 557 





Boys 


| Girls 


Total 




No. 


% 


| No. 


% 1 


No, | % 


Blank 

Professional 

Dentist 


16 

1 

2 

5 
2 

o 


4.5 

.3 

.6 

1.4 

.6 

o 


| 52 
| 

1 ° 

1 ° 


1 ° 
1 5 


26.0 | 

1 

1 


o 1 



| 
2.5 | 


68 

1 

2 
5 

2 
5 


13.3 
.2 


Trained nurse 


.4 
.9 
.4 
.9 






Semi-professional 
Draftsman 


10 

1 
1 
2 
1 
2 


2.8 

.3 
.3 
.6 
.3 
.6 


5 
1 & 

1 o 

1 ° 


| 


2.5 | 

| 

1 


| 

| 


15 

1 
1 

2 
1 

2, 


2.8 
.2 


Journalist , | 


A 

.2 

4 






Federal or City Employee 
Civil service 


7 

1 

8 
2 

I 


2.0 

.3 

2.2 

.6 

1J s 

1.4 


1 0' 

1 

1 ° 

1 0' 


1 ° 

| 

1 ° 


1 

| 


1 


| 
| 


7 

1 
8 

2 

4 
3 
5 


1.2 

.2 
1.4 


County official 

Mail official 

U. Su Army 

U. S. Navy 


.4 
.7 
.5 
.9 




23 


6.4 





° 1 


23 


4.1 



*The data for this table were secured from; the questionnaires 
filled by the seniors, graduates and quitters. 



Probable Vocations of Pupils Enrolled in 



TABLE XX (Continued) 










Boys 


Girls 


Total 




No. 


% 


| No. 


% 1 


No. 


% 


Artisans 
















4 


1.1 


] 





4 


.7 




2 
3 
3 


.6 

.8 
.8 










| 


2 
3 
3 


.4 




.5 




.5 




4 


1.1 





i 


4 


.7 








16 


4.5 








16 


2.9 


Transportation 
















1 


.3 








1 


.2 




3 


.8 








3 


.5 




1 


.3 





| 


1 


.2 




20 
5 


5.6 

1.4 


1 




.5 | 




21 

5 


3 8 




.9 




4 


1.1 


1 


.5 | 


5 


.9 








34 


9.5 


2 


1.0 | 


36 


6.5 


Clerical Assistants 
















20 


5.6 


2 


1.0 | 


22 


3.9 


Clerk 


41 
6 


11.5 
1.7 


4 
9 


2.0 | 
4.5 j 


45 
15 


8.1 


Stenographer 


2.7 


Timekeeper 


1 


.3 








1 


.2 








68 


19.0 j 


15 


7.5 | 


83 


14.9 


Personal Service 
















1 


.3 | 








1 


.2 




1 


.3 








1 


.2 




1 


.3 








1 


.2 




3 


.8 





| 


3 


.5 


Middlemen (office workers) 
















1 


.3 





| 


1 


.2 




2 


.6 








2 


.4 


■ 


3 


.8 





j 


3 


.5 


Manufacture and Trade 
















1 


.3 





| 


1 


.2 




2 J 


.6 








2 


.4 




1 


.2 








1 


.2 




2 


.6 








2 


.4 


Engineer (stationary) 


3 


.8 








3 


.5 


Florist 


1 


.3 





| 


1 


.2 




3 


.8 








3 


.5 


(Lumberman | 


3 
17 


.8 | 
4.8 






°. i 


3 
17 


.5 




3.1 


Mgr. cement Co 


1 


.3 








1 


.2 


Marble works 


1 


.3 








1 


.2 




11 


3.1 





| 


11 


2.0 




1 


.3 








1 


.2 










3 


1.5 1 


3 


.5 


Oil 


1 
1 

o 

7 


.3 
.3 

2.0 





1 






.5 | 

o 1 


1 
1 
1 

7 


2 


Produce business 


.2 


Seamstress 


2 


Shipping clerk 


1.2 


Tobacconist 


2 


.6 





| 


2 


.4 


With optical Co 


1 


.3 | 





o 1 


1 


.2 




59 


16.5 | 


4 


2.0 | 


63 


11.3 



Tennessee County High Schools 



67 



TABLE' XX (Continued) 



Boys 



Girls 



Total 



No. 


1 % 


No. 


% 


|No. 


% 


8 


2.2 


31 


15.5 


39 


7.0 


1 


.3 


1 


.5 


2 


.4 








1 


.5 


1 


:i 








1 


.5 


1 


.2 








5 


2.5 


5 


.9 


2 


.6 


1 


.5 


3 


.0 


11 


3.1 


40 


20,0' 


51 


9.2 


1 


.3 








1 


.2 


1 


.3 








1 


.2 


1 


.3 








1 


.2 


1 


.3 








1 


.2 


4 


1.1 


o 





4 


.1 


2 


.6 


i 


.5 


3 


.5 








5 


2.0 ] 


5 


.9 


1 


.3 








1 


.2 








1 


.5 


1 


.2 


1 


.3 








1 


.2 





1 


1 


.5 


1 


.2 


1 


.3 








1 


.2 








2 


1.0 


2 


.4 


6 


1.7 


1 


.5 


7 


1.2 


1 


.3 


0' 





1 


.2 


12 


3.3 


11 


5.5 


23 


4.1 








46 


23.0 


46 


8.2 








21 


10.5 


21 


3.8 


1 


.3 














1 


.3 


67 


33.5 


68 


12.2 


74 


20.7 








74 


13.3 


2 


.6 








2 


.4 


76 


21.3 








76 


13.6 


5 


1.4 


4 


2.0 


9 


1.6 


1 


.3 





0' 


1 


.2 


4 


1.2 


| 





4 


.7 


3 


.8 


| 





3 


.5 


1 


.3 


o 1 





1 


.2 


14 


3.9 


4 I 


2.0 


18 


3.2 



Teaching 

Teach 

Athletic coach 

Domestic science 

In high school 

Music 

Principal high school . . 

Unclassified 

Linotype 

Reporter 

Traveling 

Undertaker 

In School 

Business college 

College 

Medical school 

Normal school 

Private school 

Studying expression . . 

Studying law 

In training for nursing 

University 

Veterinary college 

At Home 

Housekeeper 

Married 

Ill at home 

Farmer 

Farmer 

Poultry farmer 

Day Laborer 

Day laborer 

In laundry 

In coal mines 

Printing office 

On government dredge 



68 



Probable Vocations of Pupils Enrolled in 



TABLE XXI 



OCCUPATIONS OF QUITTERS* 

Boys 285 

Girls 155 

Total 440 





Boys 


Girls 


Total 




| No. 


% 1 


No. 


% 1 


No. 


% 




... I 14 


4.9 1 

.7 | 


42 

7 


27.3 
4.6 


56 
9 


12.9 




...j 2 


2.1 




t 

1 1« 


5.6 1 


49 


31.9 j 


65 


15.0 


Professional 


i 


1 












...| 





1 


.7 j 


1 


.2 


Federal or City Employee 


1 


1 




1 








...| 1 


.4 1 








1 


.2 




...'l 1 


.4 | 
.4 | 







o 1 


1 
1 


.2 


TJ. S. Army 


...| 1 


.2 




i 3 


1.0 | 





o 1 


3 


.7 


Artisans 














Blacksmith 


...i i 


.4 | 





1 


1 


.2 


Carpenter 


.. .i i 


.4 1 








1 


.2 


Painter 


... i 


.4 1 
.4 






k | 



1 

1 


.2 




...] i 


.2 




...| 3 


1.1 | 








3 


.7 




. ..) 2 


•7 1 





| 


2 


.5 


Apprentice bricklayer 


...j 1 


.4 | 








1 


.2 




1 io 


3.5 | 





1 


10 


2.3 


Transportation 


1 


1 










Chauffeur 


...| 1 


• 4 i 





| 


1 


.2 


Expressman 


. . .1 1 


.4 | 








1 


.2 




...j 6 


2.2 | 





| 


6 


1.4- 




....j 3 


1.1 1 





| 


3 


.7 




....| 2 


.7 1 








2 


.5 


Transfer business 


...1 1 


.4 | 








1 


8 










1 H 


5.0 1 








14 


3.1 


Clerical Assistants 


| 


1 












...[ 8 


2.9 








8 


1.9 


Clerk 


...J, 13 


4.6 I 








13 


3.0 


Clerk in — 


| 












Cafe 


. ..| 2 


I - 7 1 








2 


.5 




. ..1 1 


.4 








1 


.2 


Crescent News 


. .. 1 


1 - 4 1 








1 


.2 


Dry goods store 


. ..| 3 


1.1 


1 


.7 


4 


.9 


Drug store 


. . .1 2 


i - 7 1 

.7 | 










2 
2 


.5 


Grocery store 


. ..1 2 


.5 




. ..) 4 


1 1-4 I 








4 


1.0 



*The data for this table were secured from the questionnaires 
filled by the quitters. 



Tennessee County High Schools 
TABIiE XXI (Continued) 



69 



Boys 



No. 



% 



Girls 



Total 



No. 



% 



No. 



% 



R. R. office 

Shoe store 

Soda fountain 

Manager branch store. 

Office work 

Salesman 

Solicitor 

Stenographer 



Manufacture and Trade 

Butcher 

Engineer (stationary) 

Foreman 

Runs steam hammer. 
Samples phosphate . . 
Shipping clerk 



Teaching 

In School 

Business college 

College 

In school 

In training for nursing. 

Private school 

State normal 

Studying at home 



At Home 

Help parents at home 

Housekeeper 

Parents make my living 

Raising chickens and doing 

house work 

Sick 



.7 
.4 
.7 
.4 
.7 

1.4 
.4 

1.1 



52 I 18.2 



14 







1 



1.4 
.4 

.4 
.4 
.4 
.4 



3.1 



1.4 



1.8 
1.1 

1.1 

.4 




5.0 







Farm 



.4 

1 J .4 

I 
141 I 49.3 







o 







12 










1.9 



2.6 





0' 




I 



24 I 15.6 





3.3 
1.9 
1.3 

0' 

.7 
.7 



7.8 



29 18.9 

24 | 15.6 

6 | 3.9 

I 
1 I .7 




60 I 39.0 



I 



2 
1 

2 
1 
2 
4 
1 
6 

56 

4 
1 
1 
1 
1 
1 



28 



2 
10 
6 
2 
3 
2 
1 

26 

29 

24 

6 

1 
1 

61 



.5 
.2 
.5 
.2 
.5 

1.0 
.2 

1.4 

12.8 

1.0 
.2 
.2 
.2 
.2 
.2 

2.1 

6.4 



.5 
2.3 
1.4 
.5 
.7 
.5 
.2 

5.9 

6.7 
5.6 
1.4 

.2 
.2 

14.1 



141 32.4 



70 



Probable Vocations of Pupils Enrolled in 



TABLE XXI (Continued) 



Boys 



No. 



% 



Girls 



No. 



% 



Total 



No. 



% 



Unclassified 
Anything honorable .... 

Day laborer 

Delivers groceries 

Drive dairy wagon 

Printer (helper) 

Hire out 

Motion picture operator 

Road builder 

Working in — 

Bottling plant 

Canal corps 

Commissary trains . . . 

Father's shop 

Factory 

Garage 

Hosiery mills 

Father's mill 

Saw mill 

Coal mines 

Timber 



1 I 

5 I 

I) 

1 [ 

| 

1 I 

1 I 

I 

1 | 

II 
? 



.4 
2.0 
.4 
.4 
.4 

.4 
.4 

.4 
.4 
.4 

.4 



1 ° 


o 


1 1 


.4 


1 1 


.4 


1 1 


.4 


1 2 

f 


.7 


1 





21 ! 7.4 



3.3 



26 



.2 
1.2 
.2 
.2 
.2 
.2 
.2 
.2 

.4 
.2 
.2 
.2 
.2 
.2 
.2 
.2 
.2 
.2 
.4 



5.9 



Upon examination of the tables we note that the boys who quit 
high school are going to be artisans, clerical assistants, railroad 
men and employees in other vocations having to do with trans- 
portation and farming. The girls am'ong the quitters report 
31.9 per cent doing nothing, or blank, which means of course 
that they are staying at home. This, with the 39 per cent who 
report that they are at home, accounts for about three-fourths 
of the girls who answered. We should not pass over the fact 
that 7.8 per cent of these girls, are in school. In almost every 
instance, the school mentioned is some special school whereby 
students may get immediate training for some particular work 
which they wish to enter. This same thing is true of the 5 per 
cent of the boys who report in school. 

Again 15.6 per cent of these girls, so poorly prepared, are 
teaching in the rural schools of Tennessee. No doubt this con- 
dition over the South generally, accounts for much of the criti- 
cism of our country schools. 

Practically one-half of the boys w T ho quit high school before 
graduation are farming. This together with the fact that nearly 



Tennessee County High Schools 



71 



three-fourths of these girls are at home should be an ''open 
door through which the high school should m)ake itself felt in 
the lives of a large part of its constituency. 

In concluding this chapter on the probable vocations, the 
writer has prepared three tables for the purpose of showing in 
a concise form the following things: 

1. The range of occupations anticipated and engaged in by 
the boys and girls included in this study; and 

2. A comparison between the nature and the range of oc- 
cupations anticipated or engaged in by the boys with 
those of the girls. 

TABLE XXII 

COMPARISON OF THE PRESENT AND ANTICIPATED OCCUPATIONS 
EFFECTING TWO PER CENT OR MORE OF THE GIRLS.* 



Girls 



Anticipatory 



2 o "ri 

U O OO 



O cd 
<0 Q, CO 
fi 0<HCM 

U o o^- 



Present Occupations 



EC 



O CO 

ai ft co 





03 

c 

Q 

*3 tn 


o 


.u 


is 


0) 


S3 co ' 




CO 


S 


ftTD 


S-, 


3 


CD 




2 2S 


o o 


02 


M'-' 



a * 



■Cm 



c to £•? g 

<U ft-O p W 

" 0>4-i <u Oim 

Cm o o-S g-~- 



* CD I 

<D ft 2 ' 

<U o « 
& 0<w i 

Pm o o i 



% 



% H % I 



% 



% 



% 



Blank 1 


10.8 

4.4 
2.1 

75.8 
2.0 
5.0 

7 
11 


43.7 | 

2.3 
46.4 

7.6 
11 

13 


| 1.0 
| 39.9 

1 2.3 

| 26.1 
| 26.1 
1 4.6 

1 5 

1 8 


13.2 

11.2 

3.0 

2.6 

36.1 

31.6 

2.3 

2 
6 


26.0 
5.5 

2.0 
4.5 
2.5 
20.0 
33.5 
6.0 

5 

10 


31.9 




7.8 


Clerk I 






15.6 




39.0 


Scattered (%) 1 

No. scattered occu-| 


5.7 
3 


Total number of oc-| 
cupations chosen | 
or engaged in by| 
the different! 
groups of girls. . . | 


5 



*This table was derived from tables XIV-XXI. 



72 



Probable Vocations of Pupils Enrolled in 



TABLE XXIII 

COMPARISON OF THE PRESENT AND ANTICIPATED OCCUPATIONS 
EFFECTING TWO PER CENT OR MORE OF THE BOYS.* 




Blank | 9.6 

Doctor | 7.3 

Engineer, civil I 3.2 

Engineer, electrical| 5.5 

Lawyer | 10.4 

Minister 2.0 

Bookkeeper | 2.0 

Stenographer | 2.0 

Business | 5.5 

Engineer (unclassi-l 

fied) | 2.6 

Insurance agent. 

Merchant I 2.6 

Teacher | 11.7 

Farmer | 16.8 

Electrician | 

Mechanic | 

Banker | 

Railroader | 

Clerk (unclassified) | 

Civil service | 

Shipping clerk j 

Day laborer | 

In school | 

Scattered {%) | 18.8 

No. scattered oc-| 

cupations | 29 

Total number of oc- 
cupations chosenl 
or engaged in byl 
the differentl 
groups of boys... | 41 



24.6 
5.4 

2.4 

6.6 
3.0 

3.0 
4.2 



11.4 

10.6 

5.4 

3.0 

3.0 



2.4 
15.0 



20 



5.4 



7.8 
27.6 



2.4 
8.4 



31.3 

16.8 



18 



I 31 



I! 
II 
II 
II 
II 23 



6.7 
4.6 



2.0 
12.2 



2.1 

2.1 

6.0 

21.1 



5.3 



21.1 
17.0 



20 



2S 



4.5 



5.6 



4.8 

3.1 

21.3 

3.1 

5.6 

11.5 

2.2 

2.0 

3.3 
33.0 

56 



i\r> 



5.6 



2.9 



49.3 



2.2 
4.6 



2.0 
5.0 

28.4 

52 



57 



♦This table was derived from table XIV-XXI. 



Tennessee County High Schools 



73 



TABLE XXIV 

COMBINATION OP TABLES SHOWING PRESENT OR ANTICIPATED 
OCCUPATIONS OP ALL THE BOYS STUDIED.* 



Boys 



Anticipatory 



A P V3 

O o o^ 



£ d'O 

ogwi« 

O o o- 



Present Occupation 



S-2 

O Ki 

C dW 
Oi ftoi _ 

f* «<WrH 



§ ^ 
fl 03 4J Sg 

g a2 - p^ 

£ o o ojS 
P^ o o,n bflw 



3 ^ 

o op 

C sj 0) £ ffii 

£ O w O^lO 









% I % II % 



% 



% 



% 



Blank 

Professional .... 
Semi-professional 
Federal or city em 

ployee 

Artisans 

Transportation . . . 
Clerical assistants. 
Personal service... 

Middlemen 

Manufacture and 

trade 

Teaching 

Unclassified 

In school 

At home 

Farmer 

Day laborer 



-I 




5.6 



1.0 

3.5 

5.0 

18.2 



3.1 
1.4 

5.0 

.4 

49.3 

7.4 



*This table was derived from tables XIV-XXI. 



The preceding discussion of the probable vocations of the stud- 
ents of the first-class county high schools of Tennessee has 
brought out the following facts: 

1. The leading vocation engaged in by the boys of the 
groups studied, save those who are in school, is farming 
(graduates 27.6 per cent, older brothers who graduated 
21.1 per cent, older brothers who did not graduate 21.3 
per cent, quitters 49.3 per cent — 16.8 per cent of the 
seniors plan farming as their life-work). 

2. The occupation of farming is followed closely by manu- 
facture and trade and clerical assistants. This verifies 
a statement made at the beginning of the chapter, that 
the occupations of the fathers determine largely the 
occupations of the children. 

3. Practically two-thirds of the senior and four-fifths of 
the graduate boys plan careers others than professional. 

4. The girls studied, aside from those who are in school, 
fall mostly into two groups, "teaching" and "at 
home," clerking, stenography, bookkeeping, and nurs- 
ing being the only other occupations claiming as many 
as 2 per cent of them. 



5. Over three-fourths of the senior and nearly one-half of 
the graduate girls plan to teach. 

6. Practically three-fourths of the girls who left high 
school without graduating are at home, and one-half of 
this sam!e group of boys is farming. 

7. "While practically none of the senior and graduate girls 
plan to be home-makers, nearly one-third of the graduate 
girls and older sisters who have graduated, are at homie. 

8. Tables XXTI and XXIII show that the boys anticipate 
and are engaged in occupations covering a wide range, 
running from 23 occupations' of the graduates to 57 by 
the quitters, as compared to the narrow range of the 
girls which runs from! 5 occupations engaged in by the 
quitters to 13 anticipated by the graduates. 

In the light of the above findings based on all the groups 
studied, we may safely conclude 

1. That the majority of the girls who attend the first-class 
county high school in Tennessee will remain at home 
and that the great majority of those who do not will 
enter one of the three fields of teaching, commercial 
work, or nursing; 

2. That about 5 per cent of all the boys who enter the first- 
class county high schools of Tennessee will eventually 
enter the professions; 

3. That farming will be the chief occupation of the 95 per 
cent of the boys who enter non-professional careers; 

4. That the occupations of next importance to farming will 
be manufacturing and trade, clerking, teaching, the 
work of the artisan, and the work having to do with 
transportation. 

5. That notwithstanding the fact that the majority of the 
boys will enter, to a large extent, the occupations indi- 
cated above, nevertheless their range of occupations will 
cover a wide field. 



74 



CHAPTER VII 

FURTHER TRAINING NEEDED BY PUPILS INI TEN- 
NESSEE COUNTY HIGH SCHOOLS, 

The purpose in asking the graduates and seniors what further 
training they need for their life-work and where they plan to 
take it was to determine, if possible, to what extent the high 
school is functioning as a preparatory school for college, — a 
mteans to an end, — and to what extent it is an end in itself, — 
that is, a school consciously striving to prepare its pupils not 
solely for college entrance but for immediate participation in 
the leading activities of the community. 

In the previous chapter we saw that two-thirds of the senior 
)a|nd four-fifths of the graduate boys plan careers other than 
professional. This being the case, it was thought wise to deter- 
mine the training needed for those non-professional vocations and 
to see to what extent it would be possible for the students to 
receive the training needed for this Avork while still in high 
school. 

TABLE XXV 

FURTHER TRAINING NEEDED BY THE GRADUATES FOR THEIR 

LIFE-WORK.* 

Boys 166 

Girls 222 



Total 




.388 










Boys 


Girls 


Total 




No. 


% i 


No. 


% 


No. | % 


Blank 


2 
2 


7.8 1 
1.2 | 
1.2 1 


42 
3 
1 


18.9 

1.4 

.5 


55 | 14.3 




5 i 1.8 




3 .8 






Academic Training 
In school — 


17 

1 
41 

12 


17 


10.2 

.6 
24.6 

7.2 



10.2 


46 


44 
31 

2 

8 


20.8 


19.8 
14.5 
.9 

3.6 


63 1 16.4 
1 1 .3 


Post graduate in high school. . 


85 1 22.1 

43 11.3 

2 1 .5 

25 6.5 



*The data for this table were secured from the questionnaires 
filled by the graduates. 

75 



76 



Training Needed by Pupils in 



TABLE XXV (Continued) 



Boys 



No. 



% 



Girls 



Total 



No. 



% 



No. 



% 



In college subjects — 

Chemistry | 1 

English j 6 

German ] 

History j 

Mathematics j 3 

Natural sciences j 1 

| 82 
Professional Training 

Art | 

Expression I 

Law I 12 

Music | 

Normal school j 4 

Teacher training 1 

Voice : | 

|— 

Technical 

Agriculture I 18 

Architecture ] 1 

Dentistry j 1 

Domestic science | 

Engineering courses | 9 

| 29 
Practical Business Training 

Accounting I 1 

Business course f 10 

Practical experience I 9 

Shop apprentice 1 



21 



.6 
3.6 


1.8 

.6 



49.2 




7.2 


2.4 
.6 




10.2 

10.8 

.6 

.6 



5.4 



17.4 

.6 
6.0 

5.4 
.6 

12.6 



89 

2 
1 

6 
37 
18 
1 



65 








9 
5 


14 





1.0 
.5 
.5 







40.8 

.9 
.5 



2.7 
16.7 

8.1 
.5 



29.4 




3.6 





3.6 



4.0 

2.3 



6.3 



1 
1 
3 
1 

171 

2 

1 
12 

6 
41 
19 

1 

82 

18 
1 
1 



37 

1 
19 
14 

1 

35 



.3 

2.1 

.3 

.3 

.8 
.3 

44.8 

.5 

.3 

3.2 

1.5 

10.7 

5.0 

.3 

21.5 

4.6 

.3 

.3 

2.1 

2.5 

9.8 

.3 
5.0 
3.7 

.3 

9.3 



Tennessee County High Schools 



77 



TABLE XXVI 

WHERE GRADUATES PLAN TO TAKE THEIR FURTHER TRAINING 
FOR THEIR LIFE-WORK.* 

Boys 166 

Girls 222 

Total 388 



Boys 



No. 



Girls 



No. 



% 



Total 



No. 



Blank 

Undecided 



22 
33 



Business college 

College 

Conservatory of music. 

High school 

Library 

Naval academy 

Normal school 

Polytechnic 

Practical life 

Railroad shops 

School of journalism.. 
University 



13.2 
19.8 



55. | 33.0 



■ J I 

■I 8 | 

,| I 

1 I 

?l 

9 I 
4 I 
7 I 
1 I 
1 
74 



3.0 
4.8 


.6 


.6 
5.4 
2.4 
4.2 

.6 

.6 
44.4 



37 
46 



83 

7 

36 

4 



1 



49 

2 

7 





33 



16.6 

20.7 



37.3 

3.1 
16.2 

1.8 


.5 


22.1 
.9 

3.2 




15.0 



59 

79 



138 

12 

14 

4 

1 

1 
1 

58 
6 

14 

1 

1 

107 



15.3 

20.5 



35.8 

3.1 

11.4 

1.0 

.3 

.3 

.3 

15.1 

1.5 

3.6 

.3 

.3 

27.8 



*The data for this table were secured from the questionnaires 
filled by the graduates. 



78 



Training Needed by Pupils in 



TABLE XXVII 

WHERE SENIORS PLAN TO TAKE THEIR TRAINING FOR THEIR 

LIFE-WORK." 

Boys 344 

Girls 471 

Total 815 



Blank . . . 
Indefinite 
None . . . 



Business college 

College 

Conservatory of music 

Correspondence school 

Experience 

Finishing school in languages. 

Home work 

Naval academy 

Normal school 

Polytechnic 

Private instruction 

Reading current literature.... 

School for nurses 

University 

"Wlest Point 

Y. W. C. A. Training School. . 




•The data for this table were 
filled by the seniors. 



secured from the questionnaires 



Table XXV shows that practically 90 per cent of the gradu- 
ate boys feel that they need further training for their life-work 
and that 59.4 per cent of these feel that they need more acade- 
mic or professional training; that practically 80 per cent of the 
graduate girls feel that they need further training for their 
work and that 70.2 per cent of these feel the necessity of more 
academic or professional training. This condition viewed from 
one angle seems very desirable, since practically all the students 
who graduate from the high schools go out feeling the necessity 
of, and filled with the ambition for, higher training, but when 
considered in the light of actual conditions it appears very dif- 
ferent. We have already seen in this study that only about one- 
third of all the graduates are really in higher institutions of 



Tennessee County High Schools 7& 

learning one year after graduation. This leaves the other two- 
thirds with no special preparation for any particular occupa- 
tion, and consequently, they are forced to enter occupations 
other than those they desire. These same students, as table 
XXIV shows, are entering vocations for which the high school 
might well have prepared them. For example, 3 per cent are 
artisans, 3.6 per cent are engaged in transportation, 6 per cent 
are engaged in manufacturing and trade, 7.8 per cent are teach- 
ing, 18.6 per cent are clerking, and 27.6 per cent are farming. 
In other words, two-thirds of them are in occupations for which 
some specific training might have been included in their high 
school education. In that event, the high school would have been 
an end in itself, whereas it is a means to an end which the ma- 
jority of theml will never attain. 

Judging from the graduates, we may safely assume that the 
above discussion will hold true for the seniors also. 

In examining tables XXVI and XXVII we see that 3.1 pei 
cent of the graduates and 7 per cent of the seniors plan to go 
to a business college for further training. There is no special 
reason why the high school could not include this phase of train- 
ing in its course of study. We see also from table XXII that 
75.8 per cent of the senior and 46.4 per cent of the graduate girls 
plan teaching as a career, and that 42.1 per cent (table XXVII) 
of the senior and 22.1 per cent (table XXVI) of the graduate 
girls plan to enter the normal school for further training. This 
imjplies that quite a large per cent of these girls go directly into 
teaching without any professional training. In fact table XXII 
shows that 26.1 per cent of the graduate girls, 36.1 per cent of 
the older sisters who graduated, 20 per cent of the older sisters 
who did not graduate, and 15.6 per cent of the quitter girls are 
already teaching. It seems that there could be no stronger argu- 
ment for Teacher-Training* in these first-class county high 
schools than this statement. 

The fact that the great majority of the seniors and graduates 
of the first-class county high schools of Tennessee are pointed 



*After this study was begun the sentiment favoring Teacher-Train- 
ing became so strong that it was enacted into law by the Tennessee 
Legislature. 



toward the higher scholastic institutions is but proof of the 
fact that the high schools themselves are dominated by the aca- 
demic spirit and have their attention directed mfainly toward the 
few who go on to college and ultimately enter the professions, 
rather than the great number who go from the high school direct- 
ly into the non-professional occupations. This idea is so prevalent 
that it has permeated practically every phase of the high school 
work. For example, in the fall of 1914, "William. R. Bourne, at 
that timie State High School Inspector for Tennessee, sent out a 
questionnaire to his high school principals in which he asked 
them this question: "What is the best way of judging of the 
efficiency of your high school V In practically every instance 
the answer was, ' ' The way my graduates succeed in their f resh- 
mjaii year at the university. " We mjay be safe in assuming, 
however, that the old idea that the high school is to prepare the 
special few for college entrance is fast giving way to the mod- 
ern and democratic idea that it is the "people's school," and 
the purpose of it is to prepare all the people for the duties and 
activities of modern life, including the preparation of those 
whose plan is to enter college. A system, of high schools which 
does not live up to this ideal is out of harmony with the demo- 
cratic principle of the "greatest good to the greatest numlber. " 



80 



CHAPTER VIII 

PROGRAM OF STUDIES OF TENNESSEE COUNTY HIGH 

SCHOOLS 

The purpose of this study on the Function of Secondary Ed- 
ucation all along has been to determine the extent that the high 
school is functioning in the lives of its pupils. Since the course 
of study is the heart and core of the high school, and the chief 
means through which the high school accomplishes its task, it 
was thought wise at this point to enter a rather detailed discus- 
sion of the course of study in these first-class county high 
schools of Tennessee. 

This chapter falls readily into three divisions. The first sec- 
tion aims to set forth: first, certain facts which will justify 
statements already mftde several times concerning the classical 
and traditional nature of the high school course of study; and 
second, an historical sketch of the growth of the high schools 
of Tennessee, together with a parallel study of the development 
of the course of study. 

The second section has to do with a detailed discussion of the 
functioning of the course of study from! the pupil's point of 
view. 

The third section is a summary of the facts ascertained and 
a discussion of the need of the reorganization of the course of 
study in the light of these facts, to meet the urgent needs of the 
constituency of these first-class county high schools. 

A more detailed discussion of these divisions is necessary in 
order that their real significance may be understood. We will 
now pass to a discussion of the first section. 

High school education in Tennessee really begins in 1909 
when the legislature passed a law providing for the establishr 
mlent of county high schools. Previous to this time there were 
high schools only in the larger centers of population, but they 
were few in number as the state is largely agricultural and as 
the population lives mostly in the rural communities. In addi- 
tion to the few high schools which existed previous to 1909, there 
were also a good many private schools doing work of a second- 

81 



82 Program of Studies of 

ary nature, many of which have since been converted into 
coujnty high schools. 

The growth of high schools in Tennessee since 1909 has been 
marvelous. The first year, as table XXVIII shows, 97 schools 
qualified as county high schools. Although the large majority 
of these schools were new in their organization, yet a goodly 
number of them were formled from private academies and schools 
already in existence. 

The problem of evolving standards and working out a basis 
of classification required time and as a result it was not until 
the scholastic year of 1911-12 that the High School Inspector 
of Tennessee classified the high schools on a basis of the first, 
second, and third classes. 

Although the schools after 1911 have State classification, the 
reports, showing attendance for the entire state by years, are 
not made out according to this classification of the schools. For 
that reason table XXIX, which shows the growth of high school 
attendance by years and classes since 1909, shows this for all the 
high schools of the state together instead of by classes of high 
schools, as we should like to have it. 

While table XXVTII shows the growth of high schools from 
the standpoint of the number of high schools established, table 
XXIX shows the growth from the standpoint of the number of 
pupils enrolled in each grade from 1909 to 1916. 

In contemplating this rapid development in high school edu- 
cation from! the standpoint of the number of high schools estab- 
lished and the increased enrolment of pupils in the various 
grades of these high schools, we wonder just what the course of 
study of these high schools, was in the beginning (1909) and 
what changes, if any, have taken place during this period. 

In order to answer these points, it will be necessary to determ- 
ine several matters: 

1. Whether or not the various subjects that were in the 
course of study in 1 909 have kept pace with the growth 
of the high schools. 

2. Along what lines the high school course of study has 
made the greatest developmlent. 



Tennessee County High Schools 



83 



TABLE XXVIII 

STATE CLASSIFICATION OF COUNTY HIGH SCHOOLS OF TENNES- 
SEE FROM 1909 TO 1916.* 



Year 



| First 


Second 1 


Class 


Class J 


9 


? 


f 


9 


27 


35 


37 


37 1 


| 53 


43 


{ 64 


41 


68 


38 | 



Third 
Class 



Total 



1909-1910 
1910-1911 
1911-1912 
1912-1913 
1913-1914 
1914-1915 
1915-1916 



49 
43 

47 
70 
78 



97 
102 
111 
117 
143 
176 
184 



*The data for this table were derived from the Biennial Reports of 
the State Superintendent of Public Instruction of Tennessee. 



TABLE XXIX 

NUMBER OF PUPILS ENROLLED IN EACH GRADE OF COUNTY HIGH 

SCHOOLS OF TENNESSEE SHOWING ANNUAL INCREASE, 

FROM 1909 TO 1916.* 



Year 



Ninth 
Grade 



Tenth 
Grade 



Eleventh 
Grade 



Twelfth 
Grade 



II 

|[ Total 



| No. | % H No. | % H No. | % H No. | % || No. | % 



1909-1910 .. 


..1 2794 




1 1412 | || 


651 | 


1 281 | | 


5138 




1910-1911 .. 


..| 3552 


27.1 


| 1674 | 18.6 || 


960 | 47.5 


I 448 | 59.4 | 


6634 


29.1 


1911-1912 .. 


..| 3800 


36.0 


| 1979 | 40.2 || 


1138 | 74.8 


| 629 |124.2 | 


7546 


46.9 


1912-1913 .. 


..| 4330 


55.0 


| 2078 | 47.2 || 


1187 | 82.3 


1 715 |154.4 | 


8310 


61.7 


1913-1914 .. 


.. 4659 


66.7 


| 2666 | 88.8 [l 


1678 1157.7 


| 930 |230.9 | 


9933 


93.3 


1914-1915 . . 


..| 5449 


95.0 


| 3057 |116.5 || 


2070 |217.9 


| 1160 |312.8 | 


11736 


128.4 


1915-1916 . . 


..| 5617 


101.0 


| 3366 |138.4 || 


2188 |236.1 


| 1430 |408.9 | 


12601 


145.2 



♦The data for this table were derived from the biennial reports of the 
State Superintendent of Public Instruction of Tennessee. 

3. What the general atmosphere of the high school was 
in 1909, and to what extent it has changed, if it be 
judged by the content of the course of study. 

4. What the general tendencies of the course of study are 
at present. 

Table XXX has been prepared with these points in mind'. It 
shows the development of each subject or group of subjects in 
the course of study, and also gives a comparison between the in- 
crease in the enrolment each year of all the high schools and 
the percentage of growth each subject or group of subjects un- 
dergoes. In both instances, the scholastic year 1909-10 is taken 
as a basis on which the percentage of increase is figured. The 
figures giving the annual increase in the enrolment based on 
the scholastic year 1909-10 are taken from table XXIX. The 



84 



Program, of Studies of 



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Tennessee County High Schools 85 

figures showing the annual increase or growth of each subject 
were obtained from the Biennial Report of the Superintendent 
of Public Instruction of Tennessee and represent the number 
of pupils enrolled in that subject each year from 1909 to 1916. 

The English group, as would be expected, more than keeps 
pace with the increased enrolment from; year to year. The two 
subjects of this group which show the greatest growth are rhet- 
oric and spelling. Writing, grammar, and literature drop be- 
low the line, a fact which probably indicates that they are not 
stressed as much as rhetoric and spelling. 

Aincient languages show a considerable decrease. The first 
three years they more than keep pace with the growth of enrol- 
ment in the high schools, the fourth year they about hold their 
own, and the fifth and sixth they fall far behind. What is 
said, however, of this group may be said of Latin alone, as Greek 
is almjost a negligible quantity. 

While ancient languages are on the wane, modern languages 
are coming more and more into prominence. There is quite a 
contrast between the status of German and of Spanish. Span- 
ish lacks a great deal of keeping pace with the enrolment in- 
crease, but German* shows growth by leaps and bounds. 

Mathematics shows about the same growth as English. It is 
interesting to note that arithmetic, which should be of great 
value to these boys and girls in the rural districts, is gradually 
being displaced by algebra and geometry, subjects which in all 
probability will be of little use to mlost of them. 

The natural sciences, too, show about the sarnie development 
as English and mathematics. Physics and agriculture more 
than hold their own; chemistry and biology make remlarkable 
progress; while geology, physiology, and physical geography 
fall far short of holding their own. 

The social sciences are not keeping pace with the increase in 
enrolment. It seems that American history and civics, the most 
vital phases of all history work, for American students, receive 
very little stress. This is true, perhaps, because of the fact that 
they are usually offered in the senior year of the high school. 



*It is useless to mention the effect the war has had on this subject 
in the high school. 



86 Program of Studies of 

Commercial work seems never to have got a very good hold 
on the high schools. This is about what one would expect, since 
these high schools are small, as a rule, and are situated in the 
smaller towns; consequently they have little means with which 
to carry on this kind of work. 

Nb group of subjects shows such remarkable growth as the 
practical arts group. Home economics has the greatest growth 
of any subject in the coarse of study with the exception of bi- 
ology. However, conditions are far from ideal when we realize 
that of the 12601 pupils in these high schools for the year 1915- 
16 over one-half of them are girls and that only 2750 are given 
an opportunity to take this kind of work. 

In a general way, we can say that vocal music, English, math- 
ematics, and the natural sciences have made about equal growth 
and have more than kept pace with the increase in enrolment of 
the high schools; that modern languages and the practical arts 
have made very remarkable improvement; and that the ancient 
languages, the social sciences, and the commercial branches have 
shown smjall growth and have not kept pace with the increase of 
the enrollment of the high schools. In other words, some of the 
traditional elements in the course of study (ancient languages 
and some forms of social sciences) are giving way to modern 
languages, the natural sciences, and practical arts work. 

It does not take one with prophetic power to tell which way 
the wind is blowing in this situation. It is evident that forces 
are at work Avhich are bringing a new order. However, we 
should not deceive ourselves by believing that this new order is 
upon us, for changes in the educational world come slowly, by 
evolution rather than by revolution, and as matters now stand 
the old order is still in control. To make this matter more evi- 
dent to the reader tables XXXI and XXXII are presented. 
These tables show exactly the total number of units the seniors 
and graduates (included in this study) completed while in high 
school. 



Tennessee Oounty High Schools 



87 



TABLE XXXI 

TOTAL NUMBER OF HIGH SCHOOL UNITS COMPLETED BY THE 

SENIORS.* 

Boys 366 

Girls 533 

Total 899 





Boys || 


Girls | 


Total 




Total 


Average | 


Total 


Average 


Total 


Average 




Number 


Units | 


Number 


Units | 


Number 


Units 




of 


per | 


of 


per | 


of 


per 




Units 


Pupil | 


Units 


Pupil | 


Units 


Pupil 


English 














Eng. Grammar. 


352.0 


.95 | 


511.0 


.97 


863.0 


.96 


Rhetoric 


360.5 


.97 1 


552.5 


1.04 


913.0 


1.01 


English Lit 


430.5 


1.2 


552.5 


1.04 


903.0 


1.00 


American Lit.. . 


303.0 


.82 | 


476.0 


.89 


779.0 


.87 




1446.0 


3.94 | 


2092.0 


3.94 


3458.0 


' 3.84 


Mathematics 














Arithmetic .... 


169.0 


.46 | 


313.5 


.59 


482.5 


.54 




574.5 


1.55 | 


802.0 


1.52 


1376.5 


1.53 


Plane Geometry 


344.5 


.93 1 


473.5 


.9 


818.0 


.91 


Solid Geometry 


130.5 


.35 | 


152.0 


.29 


282.5 


.31 


Trigonometry . 


39.0 


.10 | 


26.5 


.05 


65.5 


.07 




1257.5 


3.39 | 


1767.5 


3.35 


3025.0 


3.36 


Natural Science 














Agriculture .... 


235.5 


.64 | 


87.0 


.17 


322.5 


.35 




181.5 


.49 | 


249.5 


.47 


431.0 


.47 


Botany 


46.0 


.12 | 


56.0 


.11 


102.0 


.11 


Chemistry 


177.0 


.48 | 


220.0 


.42 


397.0 


.44 




25.0 


.07 | 


42.5 


.08 


67.5 


.07 


Physical Geog.. 


95.5 


.26 


110.0 


.21 


205.5 


.23 




261.0 


•7 1 


333.0 


.63 


594.0 


.65 


Physiology .... 


132.5 


.36 | 


195.5 


.37 


328.0 


.36 




31.5 


.09 


42.0 


.08 


73.5 


.08 




1185.5 


3.21 | 


1335.5 


1 2.54 


2521.0 


2.76 


Foreign Languages 














Ancient 




| 










Latin 




1 










Grammar. . . . 


219.0 


.60 | 


370.5 


.69 


589.5 


.65 


Caesar 


179.5 


.49 j 


312.5 


.59 | 


492.0 


.56 




124.0 


.34 | 


223.5 


.42 


347.5 


.39 




89.5 


.24 | 


185.0 


.35 | 


274.5 


.30 




10.0 


1 - 03 1 


3.0 


.006 


13.0 


.01 


Modern 














German 


131.5 


.36 j 


283.5 


.54 | 


415.0 


.46 


French 


57.0 


.16 | 


103.5 


.2 


160.5 


.18 




42.0 


I -11 1 


52.0 


- 1 J 


94.0 


.10 


Total Languages . 


| 852.5 


| 2.33 


1533.5 


2.89 


2386.0 


2.65 



*The data for this table were secured from the requisitions made 
by the principals for diplomas. These data at the time were in the 
hands of the State High School Inspector, Wm. R. Bourne. 



88 



Program of Studies of 



TABLE XXXI (Continued) 







Boys 


il 


Girls 


Total 




j Total | Average || 


Total 


Average || Total 


Average 




Numberj 


Units 


| Number 


Units | 


Number 


Units 




of | 


per 


II 


of 


per 


of 


per 




Units | 


Pupil 


II 


Units 


Pupil | 


Units 


Pupil 


Social Science 






II 




1 






History 






II 




1 






American. . . . 


244.5 | 


.67 


II 


338.0 


.64 | 


582.5 


.64 


Ancient. . . 




227.5 | 
275.0 | 


.62 

.75 


II 
i| 


307.0 
367.0 


.58 | 

•? 1 


534.5 
642.0 


.59 


English. . . 




.71 


Med & Mod 




187.5 | 


.51 


II 


246.5 


.47 | 


434.0 


.48 


Civics 




61.5 | 

7.5 | 


.17 
.02 


II 

II 


101.0 
11.5 


.19 | 
.02 


162.5 
19.0 


.18 


Economics . 




.02 




1003.5 | 


2.74 


"II 
|| 


1371.0 


2.60 


2374.5 


2.62 


Practical Arts 






II 










Home Economics 






| 










Cooking 


3.0 | 


,00c 


372.5 


.71 


375.5 


.41 


Sewing 


1.0 | 


.001 


|| 


293.0 


.56 


294.0 


.32 


Household Deco. 








|| 


24.5 


.047 


24.5 


.03 


Manual Training 






II 




I 






Mech. Drawing 


34.5 | 


.0i9 


1 





| 


34.5 


.04 


Printing 


5.0 | 


.01 


II 

II 

\\ 








4.0 


.07 


Shop work 


88.5 | 


.24 





o i 


88.5 


.09 








131.0 | 


.345 


690.0 


1.317| 


821.0 


.90 


Commercial Work 






|| 










Bookkeeping . . 


52.5 | 


.14 


II 


39.5 


.007| 


92.0 


.10 


Qom'l Law. . . . 


32.0 | 


.086 


|| 


7.0 


.001 1 


39.0 


.(04 


Com'l Arith.... 


13.0 | 


.035|'| 


13.0 


.002| 


26.0 


.03 


Stenography . . 


30.0 | 


.08 


II 
II 


32.0 


.006 1 


62.0 


.07 




127.5 | 


.34 


91.5 


'l 
.16 | 


219.0 


.24 


Teacher Training 






II 










Class Manage'nt 


12.0 T 
.5 | 


.032|| 


27.5 


.052| 


39.5 


.04 


Review work. . 


.001|| 


4.0 


.008| 


4.5 


.00 


Psychology . . . 


2.0 | 


.005 1| 


44.5 


.084| 


46.5 


.05 






14.5 | 


1 

.038j| 


76.0 


.144 


90.5 


.10 



Tennessee County High Schools 



89 



TABLE XXXII 



TOTAL NUMBER OF HIGH SCHOOL UNITS COMPLETED BY THE 

GRADUATES.* 

Boys 256 

Girls ...319 

Total .575 



Boys 



Giris 



Total 



| Total | Average || Total | Average || Total |Average 
|Number| Units | [Number] Units ||Number| Units 
of | per || of | per of | per 

Units i Pupil || Units | Pupil | Units I Pupil 



English 
Literature 
Rhetoric . 



Mathematics 
Algebra . . . 
Arithmetic 
Astronomy 
Geometry . 
Surveying . 
Trigonometry 



Foreign Languages 
Ancient 

Latin 

Grammar. . . . 

Caesar 

Cicero 

Virgil 

Greek 

Modern 

French 

German 

Spanish. | 

Total Languages 
Natural Science 

Agriculture . . 

Animal Husb. . 

Biology 

Botany 

Chemistry . . . 

Geology 

Physics 

Physiography 

Physiology . . . 

Zoology 



503.5 
442.5 



946.0 

426.5 

21.5 

3.5 

301.5 

4.5 

34.5 



792.0 



206.5 

176.0 

90.0 

66.5 

7.0 

34.0 
138.5 
43.0 



761.5 

194.5 

3.0 

108.0 

19.0 
141.0 

42.5 
181.5 

97.0 

59.5 
5.5 



851.5 



1.97 
1.73 



3.7 

1.66 

.08 

.01 

1.18 

.02 
.14 



3.09 



.81 
.69 
.35 
.26 

.03 

.13 
.54 
.17 



2.98 



647.5 
541.1 

1188.6 

522.0 

32.0 

.5 

392.0 

.5 

38.5 



2.03 
1.69 



3.72 

1.64 

.1 

.002 
1.23 

.002 

.12 



1151.0 
983.5 

2134.5 

948.5 

53.5 

4.0 

693.5 

5.0 

73.0 



985.5 



235.0 
202.5 
152.5 
138.0 
20.0 

63.0 

161.0 

26.0 



3.09 



.74 
.64 
.48 
.43 
.06 

.2 
.5 
.08 



1777.5 



441.5 
378.5 
242.5 
204.5 
27.0' 

97.0 1 

299.5 

69. 0i 



998.0 



.78 | 


27.5 


.01 J 





.42 | 


161.0 


.07 | 


50.5 


.55 


119.5 


.17 [ 


48.5 


.71 


160.0 


.38 | 


76.5 


.23 1 


112.5 


.02 | 


17.5 



3.13 



.09 







.5 

.16 

.37 

45 

.5 

.24 

.35 

.05 



3.34 



773.5 



2.41 



1759.5 

222.0 

3.0 

269.0 

69.5 
260:5 

91.0 
341.5 
173.5 
172.0 

23.0 



1625.0 



2.0 
1.71 



3.71 

1.65 
.09 
.007 

1.21 
.009 
.13 



3.09 



.76 
.65 
.42 
.36 

.05 

.17 
.51 
.12 



3.04 

.39 

.006 

.47 

.12 

.45 

.16 

.59 

.3 

.3 

.04 



2.83 



*The data for this table were gathered from the Biennial Reports 
of the State Superintendent of Public Instruction of Tennessee for the 
year 1915-16. 



90 



Program, of Studies of 



TABLE XXXII (Continued) 



Boys 



Girls 



Total 



Total | Average || Total 

|Nurnber| Units | (Number 

of per || of 

Units | Pupil || Units 



Average 

Units 

per 

Pupil 



Total | Average 
Number) Units 
of | per 
Units I Pupil 



Social Science 

History- 
American . . 
Ancient. . . . 
English. . . . 
General. . . . 
Med. & Mod. 

Civics 

Economics . . 



Practical Arts 
Home Economics 

Cooking 

Sewing 

Sanitation .... 
Manual Training 



Teacher Training 
Psychology .... 
Teach. Train... 



Miscellaneous 

Art | 

Drawing | 

Evid. of Christ| 

Logic j 

Music 



166.0 

85.0 

123.0 

108.0 

91.0 

15.5 

7.0 



595.5 



2.0 
2.0 




Manual training 


87.5 


Mech. drawing. 


1.0 




72.5 


>mmercial Work 




Bookkeeping . . 


37.0 


Com'l Arith.. . . 


55.0 


Com'l Law 


6.5 


Stenography . . 


32.0 



130.5 

3.5 

5.0 



8.5 




3.5 
3.5 



7.0 



.65 
.33 

.48 
.42 
.36 
.06 

.02 

2.32 



182.5 

115.0 

218.0 

141.0 

87.0 

16.0 

7.0 

766.5 



.008 | 249.0 
.00S|| 178.0 
| 10.5 



.27 
.004 



.290J 

.14 
.22 
.02 
.13 



.51 

.01 
.02 



.03 



437.5 

18.0 

40.5 

4.0 

12.5 



75.0 

.5 

30.0 



.01 
.01 



.02 



30.5 



1.0 

2.0 



2.0 



6.0 



.57 
.36 
.68 
.44 
.27 
.05 
.02 



2.39 



.78 
.56 
.03 






1.37 

.05 
.13 
.01 
.04 



.23 



.002 
.09 



.092 

.003 
.006 
.002 
.002 
.006 

.019 



348.5 
200.0 
341.0 
249.0 
178.0 
31.5 
14.0 



1362.0 



251.0 

180.0 

10.5 

67.5 
1.0 



510.0 

55.0 
95.5 
10.5 
44.5 



205.5 

4.0 
35.0 



39.0 

1.0 

2.0 
4.0 
4.0 
2.0 

13.0 



.61 
.35 
.59 
.43 
.31 
.05 
.02 



2.36 



.44 
.31 

.02 

.12 

.002 



.92 

.1 
.17 

.02 
.08 



.37 

.007 
.06 



.67 

.002 
.004 
.007 
.007 
.004 

.024 



Tennessee County High Schools 91 

It is plain fromi these figures that the seniors and graduates 
have spent the most of their time in high school on the formal 
subjects such as English, mathematics, foreign languages, and 
history*. In fact, only about one-fourth of all their time was 
spent on the natural sciences, practical arts work, commercial 
work, and teacher training work. It seem's a farce for the pupils 
of these K county high schools to spend only one-fourth of their 
time on the utilitarian subjects which function daily in their 
lives as farmers and farmers' wives, and the other three-fourths 
on the formial subjects, the chief aim of which is to prepare for 
college entrance, the life of the professions, or a life of cultured 
ease. Especially is this true when we realize that only a few 
out of every 100 freshmen ever remain in high school to become 
seniors and of these seniors only a small part ever go on to col- 
lege after graduating from high school. Cubberleyt in commient- 
ing on this situation, says, "All over our land today are high 
schools, located in villages which are the centers of distinctly 
rural communities, and which are offering only an old-style 
course of instruction. The chief result of such instruction, so 
far as it relates to the farm, is to stimulate the cityward tend- 
ency amsong the young people. Almost nothing relating to farm 
life is taught ; almost everything relates to preparation for col- 
lege, the life of the professions, or a life of cultured ease." 

Niot only do these tables set forth the atmosphere which has 
pervaded the high schools of Tennessee for the past seven years, 
but they also furnish us the basis of the judgments of the pupils 
regarding the course of study which the following pages con- 
tain. 

It would be a very desirable thing to have a fourth table here 
giving the exact units of work completed by the quitters before 
they left high school. But those data are not to be had. How- 
ever, we can say, with a high degree of certainty, that it would 
correlate very highly with tables XXXI and XXXII, since the 
graduates and seniors represent the few of the original one hun- 
dred freshmen who have fought the battles of four years high 



*The term "formal" here applies to the way these subjects are us- 
ually taught. 

fCubberley, Rural Life and Education, p 278. 



92 Program of Studies of 

school and have come off victorious, while the quitters repre- 
sent the great throng who dropped by the wayside. Since this 
is true, we are able to say, with a high degree of certainty, that 
what time the quitters were in high school they were studying 
the same subjects that their classmiates, the seniors and gradu- 
ates, were studying. 

This short sketch of the growth and development of the rural 
high school of Tennessee, together with a discussion of the de- 
velopment of the course of study, has shown us what the general 
tendency of these high schools is; namely, that they are domi- 
nated by the classical and traditional spirit, notwithstanding the 
fact that much progress has been made along some lines. It also 
serves as a basis upon which the students express their opinions 
concerning the different subjects in the course of study, as will 
be found in the detailed discussion which follows. 

In considering a detailed discussion of the second section 
which deals with the pupils' opinions regarding the different 
subjects in the course of study these questions were asked: 

(a) Which subjects do you consider the most useful? 

(b) Which subjects do you consider the least useful? 

(c) Which subjects do you like the best? 

(d) Which subjects do you want added to your high 

school ? 

(e) Which subjects, if added to your high school course, 

would cause you to want to return? 

The answers to these questions were compiled in the form of 
tables which with proper explanation follow. 

Tables XXXIII-XXXV have to do with subjects considered 
most useful ; and tables XXXVI-XXXVIII have to do with sub- 
jects considered least useful by graduates, seniors and quitters 
respectively. 



Tennessee County High Schools 



93 



TABLE XXXIII 



STUDIES CONSIDERED MOST USEFUL BY THE GRADUATES IN 
ORDER OP IMPORTANCE.* 

Boys 166 

Girls 222 

Total 388 



Subjects 



Boys 



1st 



% 



2nd | 3d 



% 1 % 



Girls 



1st | 2nd | 3d | 



% I % I %'■ 



|| Sum 
Boys and Girls] | of 
combined || ranks 



1st | 2nd | 3d 



% I % I % li 



Blank 

English 

Mathematics 

Histon^ 

Domestic Science . . . 

Latin 

Physics 

Agriculture 

Biology 

Chemistry 

Commerce 

Civics 

Manual Training . . . 

German 

Botany 

Teacher Training . . 

Physiology 

Physical Geography. 

Spanish 

Zoology 

French 

Drawing 

Economics 

Music 

Geology 



2.8 
44.4 
22.2 

1.8 



6.0 

1.8 
12.0 



1.8 

3.0 



2.4 
.6 










.6 


.6 









| .8 
25.8 |22.2 
22.4 | 9.0 

8.4 112.6 





3.6 

3.6 

4.2 
5.4 
4.8 | 4.8 
2.4 | 6.0 
1.2 | 4.8 





4.2 

10.4 

7.2 



1.2 
1.2 
1.8 
.6 
.6 


I 1-2 

I 

I 

! -6 

I 

I o 
I o 



3.6 

1.2 





1.2 

2.2 
.6 
.6 




.6 
.6 
I 



18.5 
41.2 
14.4 

4.5 

9.0 

4.1 

1.8 
.9 

1.8 

1.4 
.5 
.5 




.5 
.9 





















1.1 

27.0 

23.9 

11.3 

12.6 

10.4 

3.6 

.5 

2.7 

1.4 

1.4 

.5 



1.3 
.9 
.5 
.5 



.9 


.5 





12.1 

16.2 

18.5 

16.2 

13.1 

9.5 

3.6 

.9 

3.6 



.5 

.5 



1.3 
.9 
1.3 
1.4 
.9 






.5 



9.6 

44.2 

17.5 

3.5 

5.2 

5.0 

2.0 

6.0 

1.0 

1.5 

1.5 

.3 

1.0 

.3 

.3 

.5 







.3 


.3 








26.8 

24.0 

10.1 

7.4 

7.7 

4.0 

2.0 

4.0 

2.9 

2.0 

.8 

.5 

1.3 

1.2 

.5 

.5 



.5 



.5 

.3 

.3 







| 3.2 

|19.0 

114.1 

|14.3 

| 7.7 

I 7.4 

| 6.8 

I 4.0 

| 5.4 

| 2.0 

| 2.9 

| 2.3 

1.5 

1.3 

.5 

.8 

1.3 

1.0 

.3 

.3 





.3 

.3 

.3 



29.8 

20.4 

9.4 

6.6 

6.5 

4.0 

3.8 

3.5 

2.2 

2.1 

1.1 

1.0 

1.0 

.7 

.6 

.6 

.3 

.3 

.2 

.2 

.2 

.1 

.1 

.1 



*The data for this table were compiled from the questionnaires filled by 
the graduates. 



94 



Program of Studies of 



TABLE XXXIV 

SUBJECTS CONSIDERED MOST USEFUL BY THE SENIORS IN ORDER 

OF IMPORTANCE.* 

Boys 344 

Girls 471 

Total 815 



Subjects 



Boys 



1st 



% 



2nd I 3d 



% 



% 



Girls 



1st | 2nd | 3d | 



% I % I % I 



Boys and Girls 
combined | 



| Sum 
I of 
I ranks 



1st | 2nd | 3d || 



% I % 1 % II 



Blank 

Mathematics 

English 

Biology 

Latin , 

History 

Domestic Science . . 

Agriculture 

Commerce 

Chemistry 

Physics 

Teacher Training . . 
Manual Training . . . 

German 

French 

Writing 

Music 

Physiology 

Civics 

Gymnastics 

Physical Geography. 

Economics 

Spanish 

Drawing 



4.3 
18.0 
37.2 
12.8 
11.0 

4.6 



1.7 

1.7 

3.2 

1.7 
.6 

2.6 
.3 








.3 













2.0 
21.8 
21.5 
16.9 
11.3 

8.4 



3.2 

4.4 

2.3 

4.1 



2.0 
.9 




.3 


.6 
.3 
.3 
.3 
.3 





25.3 

17.1 

4.4 

10.5 

9.6 

9.9 

.6 
4.4 
6.4 
1.8 
3.2 

.3 
3.8 

.9 

.6 
1.7 


.6 


.3 


.3 





35.8 
12.4 
11.3 

6.9 
10.9 

5.5 
10.3 



1.3 

.4 

1.9 


1.1 

.4 


.2 







.2 



|22.9 


17.4 


|20.1 


15.8 | 


|17.2 


15.1 


114.5 


18.8 | 


110.7 


12.8 


|21.5 


14.9 | 


| 9.9 


8.8 


| 9.2 


12.5 


|10.1 


8.8 


|10.8 


10.4 


|11.5 


16.0 


| 5.1 


10.0 


| 7.8 


7.8 


| 5.9 


4.4 


1 -2 


1.5 


1 1-2 


1.4 


1 -6 


1.5 


1 1-2 


2.2 


| 2.3 


2.5 


| 2.0 


2.3 


1 -6 


.6 


| 1.0 


2.0 


1 1-4 


1.7 


1 1-2 


.8 


1 o 


.6 


1 1-1 


.8 


1 1-7 


2.1 


1 -7 


1.3 


1.7 


2.4 


1 -9 


.9 | 


.4 


.2 


1 o 


■2 I 


.2 


.4 


1 -1 


•2 I 


.4 


.2 


1 o 


•2 I 








1 .1 


■2 I 


•2 





1 o 


•2 I 





.2 


1 o 


■ 1 1 


o 





I o 


•1 1 








I o 


• 1 i 








1 o 


• 1 1 



20.9 I 
15.7 

9.1 I 

9.2 | 
9.0 | 

13.2 | 
4.7 I 

2.6 | 
3.5 
2.3 
1.6 
1.1 
1.9 
i.5 |i 

1.7 || 
.8 || 
•2 II 

• 3 || 
II 

• 1 II 
•1 il 
.1 






16.8 

15.5 

10.7 

10.3 

9.7 

5.1 

2.6 

2.3 

2.3 

1.6 

1.5 

1.3 

1.2 

.9 

.4 

.2 

.2 



♦The data for this table were compiled from the questionnaires filled by 
the seniors. 



Tennessee County High Schools 



95 



TABLE XXXV 



SUBJECTS CONSIDERED MOST USEFUL BY THE QUITTERS IN 
ORDER OF IMPORTANCE.* 

Boys 285 

Girls 155 

Total 440 



Subjects 



Boys 



Girls 



1st 



% 



2nd | 3d || 1st | 2nd | 3d | 



of„ 



% II % I % I %■ 



Boys and Girls 
combined 



|| Sum 
II of 

1 1 ranks 



1st 



% 



2nd 



% 



3d || 



% 



Blank 

English 

Mathematics 

History 

Agriculture 

Domestic Science . . 

Biology 

Latin 

Commerce 

Physics 

Physiology 

Physical Geography. 
Manual Training . . 

Chemistry 

German 

Music 

Botany 

French 

Drawing 

Gymnastics 

Teacher Training... 



20.6 
21.7 
38.5 

1.8 

7.7 



1.8 

2.5 

2.1 
.7 


.4 

1.1 
.7 
.4 















17.8 
35.4 
25.2 

3.2 

7.0 



1.8 

1.4 

2.5 

2.1 
.7 

1.4 

1.1 






.4 











22.6 

39.6 

10.2 

6.7 

6.0 



2.8 
2.1 
2.1 
1.4 
2.1 
1.4 
1.4 


.4 


.4 


.4 

.4 




||32.7 
||38.4 
IIH.7 
|| 2.7 
II o 
II 9.1 
II -7 
II 1.9 
II 
II •? 
II -7 
II 
II 
II -7 
II 
II 

II o 

II -7 
II 
II 

II o 



23.1 |31.5 

33.2 119.5 
18.2 |22.8 

9.8 | 5.2 
| 

5.9 | 9.1 
1.9 | 5.2 
1.9 | 1.3 
1.9 | .7 
| 

.7 | 1.3 





1.3 

.7 
.7 








.7 



I 2.0 

I 

I | 

I -7 I 

I -7 I 

I | 

I | 

I | 

I | 

I o I 



30.1 

27.8 

26.2 

2.0 

5.1 

4.2 

1.4 

2.3 

1.4 

.7 

.2 

.2 

.7 

.7 

.2 





.2 






19.5 

34.7 

23.0 

5.5 

4.6 

2.0 

1.8 

1.6 

2.3 

1.4 

.7 

.9 

.7 

.5 

.2 

.2 

.2 







.2 



25.7 

32.9 

14.7 

6.2 

3.8 

3.2 

3.6 

1.8 

1.6 

.9 

1.8 

1.6 

.9 



.5 

.2 

.2 



.2 

.2 





5.1.2 

21.9 

4.5 

4.4 

2.8 

2.3 

1.9 

1.7 

1.0 

.9 

.9 

.8 

.4 

.3 

.2 

.2 

.1 

.1 

.1 

.1 



*The data for this table were compiled from the questionnaires filled by 
the quitters. 



96 



Program of Studies of 



TABLE XXXVI 

SUBJECTS CONSIDERED LEAST USEFUL BY THE GRADUATES IN 
ORDER OF IMPORTANCE.* 





Boys . 
Girls . 

Total 






166 
222 

388 










- 


Subjects 


Boys 


II 
II 
II 


Girls 


II || Sum. 
|| Boys and Girls] | of 
|| combined ||ranks 




1st 


2nd | 


3d || 1st | 2nd 


3d || 1st | 2nd 


3d 


1 




% 


% ! 


% II % 


% 


% II % 1 % 


% 


1 


Blank 


.6 

12.6 

31.8 

13.8 

3.6 

6.6 

3.6 


14.8 |39.4 1 
13.8 | 1.8 1 

4.8 | 4.8 
14.4 |10.2 
6.0 | 3.6 
7.8 | 4.2 | 
3.6 | 4.2 
5.4 1 3.0 | 
3.6 ! 2.4 
7.2 | 4.2 
2.4 | 1.8 
1.8 | 2.4 
2.4 | .6 
1.2 | 3.6 
1.8 | .6 
2.4 | 1.2 
| 
2.4 
1.2 1 1.2 
.6 | 1.8 ■ 
1.2 | .6 
.6 | 1.2 
1 
[ .6 
.6 1 .6 1 
| 


16.4 

|22.5 

114.5 

I 6.8 

jl0.8 

I 9.0 

| 4.5 

2.7 

4.5 

.5 

.9 

| 1.3 

1 -5 

1 o 

1 -5 

1 o 

| 2.3 
1 1.3 
.5 
1 -5' 
1 -5 

1 o 
1 o 
1 o 
1 o 
1 o 


24.0 
23.0 
9.0 
8.0 
8.5 
6.3 
4.9 
2.7 
1.8 
1.4 
1.8 

.5 
1.8 

.9 
1.4 

.5 

Q 

o'" 
o 


.5 


.9 
.9 
.5 
.5 


33.8 1 
17.1 
7.2 1 
5.0 
8.6 | 
5.4 
5.4 
3.8 
2.7 


.9 

.9 
1.8 

.9 


1.8 
1.8 

.5 

.9 

.5 



.5 
1 

• 5 I 
1 


8.3 |18.4 
18.5 |19.3 
|22.1 | 7.4 
|10.0 |10.9 
| 7.9 1 8.1 

8.1 7.1 

4.2 1 4.4 
2.9 | 3.9 

| 4.4 | 2.6 

| 3.6 | 3.9 

| .8 1 2.1 

1.5 1 1.0 


33.7 

10.3 

6.2 

8.4 

6.5 

4.8 

4.8 

3.4 

2.6 

1.8 

1.2 

1.5 

1.3 

2.0 

.3 

1.5 

1.0 

.3 

1.0 

1.5 

.3 

.5 

.3 

.3 

.5 




1 




| 17.9 




1 11.9 
1 10.3 
1 7-4 




| 6.6 




| 4.5 




3.0 
4.2 
7.8 

.6 
1.8 
1.2 

.6 
2.4 

.6 


1.8 
1.2 
1.8 
1.6 





o 


I 3.4 




| 3.2 
1 3.1 




| 1.4 
1 1-4 


Physical Geography.... 


.8 

.3 
1.2 

.3 
1.3 
1.5 

.8 
1.0 

.5 

1 o 
1 o 

1 o 


2.1 

1.0 

1.5 

1.3 

.5 

1.0 

.5 

.3 

.8 

.3 

.5 

.5 


1 1-4 
I 1.1 




1-1 




1 LI 


Domestic Science 


| 1.0 
| 1.0 




.8 




1 •? 




1 -5 


Manual Training 


1 -3 
1 -3 
1 -3 




I .3 


.3 




1 o 


.3 


1 -1 



♦The data for this table were compiled from the questionnaires filled by 
the graduates. 



Tennessee County High Schools 



97 



TABLE XXXVII 

SUBJECTS CONSIDERED LEAST USEFUL BY THE SENIORS IN ORDER 
OF IMPORTANCE.* 

Boys 344 

Girls 471 

Total 815 



Subjects 




Boys 




1 
1 
1 


Girls 




|| Sum 
| Boys and Girls| | of 
combined || ranks 




1st 


2nd 


3d 


! 1st | 


2nd 


3d | 


| 1st | 2nd 


3d || 




% 


% 


% 


1 % 


% 


%' 1 


% 


% 


1 % 1 


1 




41.1 
5.5 
8.4 
12.2 
5.2 
5.2 
3.2 
4.6 
1.2 
5.2 
2.6 

.6 
1.2 
1.4 

.9 


.6 

.6 




.3 



o 
o 


35.5 

6.7 

4.9 

10.4 

3.2 

4.6 

3.2 

8.4 

1.7 

2.6 

4.3 

3.5 

2.6 

4.8 

.9 

.3 

.3 

.6 

.3 
.3 
.3 




.3 




52.4 

7.5 

3.5 

4.0 

3.8 

3.2 

3.8 

3.5 

2.0 

1.2 

1.7 

2.6 

.8 

3.9 

.6 

1.5 

.3 

.8 

1.5 

.5 







.3 

.3 

.3 


|21.9 
|25.8 
|12.2 
| 4.2 
| 5.5 
| 9.9 
| 3.2 
| 2.3 
| 3.4 
| 2.5 
| 3.6 
1 1-4 
1 2.1 

1 o 

1 -4 
1 -4 
1 -6 

1 o 
1 o 

1 -2 
1 -4 

1 o 
1 o 
1 o 
1 o 
1 o 


33.3 

12.6 

7.8 

8.6 

5.9 

7.1 

5.7 

1.9 

4.6 

1.7 

2.3 

1.9 

2.1 

.2 

.2 

.2 

.4 

.6 

.3 



.4 

.2 










54.2 | 
2.5 | 
6.1 | 
5.5 | 
5.5 | 
2.9 | 
4.8 | 

2.1 | 
3.0 | 
3.4 | 
1.3 | 
1.7 | 
1.3 | 

1.2 | 
.6 | 

• 4 | 

• 2 I 
.3 | 
.6 
.6 
•4 I 
•4 I 

• 8 

1 

•2 I 


31.4 

117.0 

10.4 

7.3 

5.3 

7.8 

3.1 

3.2 

2.4 

3.6 

3.1 

1.1 

1 1-7 

.6 

.6 

.2 

.6 

.2 

1 o 

•1 

1 -2 

• 1 

1 o 



1 o 

1 0' 


37.4 

10.0 

6.5 

9.2 

3.7 

6.0 

4.7 

4.6 

3.4 

2.0 

3.1 

2.5 

2.3 

1.9 

.5 

.2 

.4 

.5 

.2 

.1 

.4 

.2 



.1 

.1 




55.6 | 

4.6 1 
4.9 | 
4.8 1 

3.7 1 
3.0 | 
4.3 | 
2.6 
2.5 
2.4 
1.4 
2.0 
1.1 
2.3 

.6 
.8 
.2 
.5 
.8 
.6 
.2 

• 2 I 

51 

• 1 

• 2 1 






| 10.8 




1 7.5 




| 7.3 


Domestic Science 


| 5.0 
| 5.7 




4.1 




3.2 




2.8 




2.7 
2.7 




1.9 




1.7 




1.6 




.6 




.5 




.4 




.4 




.4 




.3 


Physical Geography 


1 -3 
1 -2 
1 .2 






1 -1 


Teacher Training 


1 .1 

1 -1 



*The data for this table were compiled from the questionnaires filled by 
the seniors. 



98 



Program of Studies of 
TABLE XXXVIII 



SUBJECTS CONSIDERED LEAST USEFUL BY THE QUITTERS IN 
ORDER OF IMPORTANCE.* 

Boys 285 

Girls 155 

Total 440 



Subjects 



Boys 



Girls 



II II 

1 1 Boys and Girls|| 
|| combined || 



Sum, 

of 

ranks 



| 1st | 2nd 




Blank 

History 

Mathematics 

Latin 

Biology 

English 

Physical Geography 

Physics 

Commerce 

German 

Agriculture 

Botany 

Physiology 

French 

Chemistry 

Zoology 

Drawing 

Manual Training 

Music 

Domestic Science 

Spanish 

Teacher Training 
Gymnastics 



♦The data for this table were compiled from the questionnaires filled by 
the quitters. 



Probably some of the more prominent features of these six 
tables can best be presented in the form of a graph. In graph 
I, which follows, only thirteen subjects are considered since they 
are the ones of most importance in this connection. The contin- 
uous lines in graph I represent the per cent of graduates, sen- 
iors, and quitters respectively who named the subject as most ini<- 
portant; and the dotted lines represent the per cent of gradu- 
ates, seniors, and quitters respectively who namie the subjects 
as least useful. B indicates boys and G indicates girls. 



GRAPH I, 
Graph/ c compar/son of the pet cents, of 
pupih narwnji vaf/oys selects as most issefv/ and as 
iecsl vsefif/ (On/j fits? choice used here) 

Grt4»«t*s \. 



£7V6ZJ 



Se n/»rs ^ 
QutfersZ 



Gs-fro'tfs r 

Quart's {' 



Cre dot-test 
$ thiols Q 
Q v tter-s v 



HISrOfffUihivs (JZ 



Gredv*tt&\ 

LATW i Seniors ^~I 



5 /O /5 ?0 2f 30 J5 fO #5" 



Graphic comparison oi the percents ofptpi/s 
nairj/na various Sub/ecfs qs most </sefu/0/r<7cs iecsf 
i/sefol (-Onfy first choice t/$edhere) 



AGRICULTURE' 



"6rv</»otes £ 
Seniors 
Queers £ 



&/CCOGY < 



Graduates \ 
Seniors £ 
Quitters I 



CHEMiSTM 



PHYSICS 



Cradvotes 
Seniofs 
Quitters £ 



Grot/voles {__ 
Seniors \ 
k Qurftets \ '. 



C= 



J" 10 is 20 is jo jf fc ff so 
p er ctnt 



GRAPH T(C onpM/eJ) 
Crap/itc comparison of the per cents of ptpj/<s 
naming various subjects as most useful ati^as /east 
useful (On '/) firsfchoice used her ej 



connERC£ { 



tlANVhL 
TRAINIM 
And 
DOMESTIC 

science 



GCflMAN. 



Crodi/ales l c 
Seniors \ . 

Q vi tiers i^ 



Gr<t<J<" Its | 

Seniors \ 

re 

fi" t(prs \ ( 

Grod'/eies \ 
Seniors \ f 



FftEHCH ' 



c 



l&roJwfes 



* Seniors 

te 

{Qc/itters \e 



3 fO /S 20 2s~ -30 s$ 40 qS SO 
Pe.t- efftt 



Tennessee County High Schools 99 

Aj study of the preceding graph suggests several interesting 
comparisons of the per cents recorded in tables XXXIII- 
XXXVIII. It will be noticed that there is for English, agri- 
culture, mianual training, and domestic science an inverse re- 
lationship between the length of the lines which represent the 
most useful and of these which represent the most useless. Thus, 
in the case of these the continuous lines are very long while the 
dotted lines are very short. In the case of history, Latin, biol- 
ogy, physics, German, and French the reverse condition is 
shown. In the case of these the dotted lines are very long while 
the continuous lines are very short. That this inverse relation- 
ship does not exist in case of all subjects is made clear by a 
study of the graphs of mathematics, chemistry, and commerce. 
In these, both lines are of approximately the same length., indi- 
cating that the opinions of the pupils concerning them! are about 
equally divided. If all the other subjects in the six tables were 
graphed, it would be seen that both the continuous and dotted 
lines would be very short, indicating that the subjects are appar- 
ently regarded as neither highest nor lowest in utility. For this 
reason it was not thought necessary to graph them at all. 

This graph enables one to compare readily the rating given 
the thirteen various subjects on the basis of utility and useless- 
ness, whether he wishes to compare the ratings given by the 
boys or by the girls of different groups, or by the boys and girls 
of the same group. 

In order to mjake a strictly, scientific, statistical study of this 
mfaterial, it would be necessary in each instance to know how 
mlany people taking a subject named it as most useful or least 
useful, but since it was practically impossible to obtain that in- 
fo rmiati on these tables and graphs are presented for the purpose 
of showing where the stress is being laid in the course of study. 

The fact that the majority of all the pupils confine their opin- 
ions to either English, mathematics, history, or Latin as miost 
useful or least useful but corroborates the statement made on 
page 91 that the majority of the time of all the students is 
spent on the formal subjects. Their opinions are confined 
largely to these because their time is nearly all taken up with 
subjects which have to do mainly with college entrance. As a 
result little time or opportunity is left for anything else. 



100 Program of Studies of 

We miay be safe in saying that the shortness of the lines as 
in the case of manual training, commerce, domestic science, 
etc., is not due to the fact that the students do not consider 
these subjects as important but rather to the small per cent of 
students having opportunity of taking them, and the question 
here is confined to subjects that the pupils have taken. In this 
study of the graph of these subjects we should note the relation 
between dotted and continuous lines for each subject rather 
than the length of these lines as compared to those of other sub- 
jects. This being the case, we judge from: the graph that the 
majority of the students taking agriculture, home economics, 
and mfanual training consider them as most useful. This is 
strikingly true in the case of the quitters and graduates. 

In conclusion, we can say that the opinions of the students 
are confined, in the main, to the four subjects of English, math- 
ematics, history and Latin; that in the ease of English there 
seems to be little doubt in the minds of the pupils as to its use- 
fulness; that in the case of mathematics the opinion seems about 
equally divided with the exception of the quitter boys who per- 
haps feel the necessity of practical arithmetic in their daily 
work (it will be remembered that 18.2 per cent of them are 
clerking) ; that in the case of history and Latin the numlber who 
consider these subjects as most, useless far exceeds the number 
considering it most useful; and that the great majority of the 
pupils who have an opportunity to take the practical and utili- 
tarian subjects name them as most useful. 

The tables having to do with the subjects liked best are closely 
related to the topic of usefulness and follow next in this discus- 
sion. In this instance it was thought best to obtain responses 
only from the two extreme groups, the graduates who finished 
the high school, and the quitters who left without finishing. 

As in the case of the subjects considered most useful and least 
useful, graphs are employed here also to make the facts in the 
case more evident. However, in graph II the continuous and 
dotted lines do not represent opposite conditions as in graph I, 
but, on the contrary, they both represent per cents of students 
naming subjects liked best, the continuous lines showing the per 
cent of boys, the dotted lines the per cent of girls. B indicates 
boys and G indicates girls. The tables and graph follow. 



Tennessee County High Schools 



101 



TABLE NO. XXXIX 



SUBJECTS LIKED BEST BY GRADUATES IN ORDER OF IMPORT- 
ANCE.* 

Boys 166 

Girls 222 

Total .'388 



Subjects 



Boys 



II 



Girls 



1st 



% 



2nd 



% 



3d || 1st | 2nd | 3d 



% II % I % I % 



| Boys* and Girls 
combined 



| Sum 
I of 
Iranka 



| 1st 



% 



2nd | '3d || 



% I %' II 



Blank 

English 

Mathmetics 

History 

Biology 

Latin 

Physics 

Chemistry 

German 

Agriculture 

French 

Commerce 

Manual Training . . 

Civics 

Teacher Training . . 

Spanish 

Greek 

Economics 

Zoology 

Physical Geography. 
Geology 



5.2 

21.6 

34.2 

10.2 

1.8 

3.6 

3.6 

6.0 

.6 

10.8 

1.8 

1.8 

1.8 

.6 



1.2 




.6 




1.0 
22.8 
23.4 
12.0 
6.6 
3.0 
9.0 
4.2 
4.2 
4.8 
1.2 
4.8 




1.2 
1.2 


.6 





2.2 || 3.2 

16.2 ||46.8 

17.4 ||13.0 

16.2 || 5.8 

4.2 ||11.7 

7.2 || 8.2 

9.6 || .9 

6.0 || 3.2 

2.4 || 1.4 

3.6 || .5 

1.8 || 1.8 

4.2 || .5 

3.0 || 

1.8 || 

II .5 

.6 || .5 

II .9 

1.2 || .5 

.6 | 

.6 II 



1.2 || 



5.5 |11.5 

19.3 |10.4 

16.4 |10.8 
13.0 |13.0 

13.5 |19.8 
9.9 110.4 
2.7 | 4.1 



1.8 
6.3 

.9 
4.5 

.5 


.9 
1.8 

.5 

.5 

.5 

.5 | 

■ 5 I 

.5 I 



I 4.1 
| 6.3 
1.4 
2.3 
1.8 

.9 
1.3 

.5 
.9 
.5 






4.1 

36.4 

22.4 

8.1 

7.5 

6.2 

2.1 

4.4 

1.0 

4.9 

1.8 

1.0 

1.0 

.3 

.3 

.8 

.5 

.3 



.6 | 5.3 | 

21.1 |13.0 | 

19.5 |13.8 | 

12.7 |13.9 | 

10.7 |13.3 i 

7.0 I 9.1 I 



5.5 
2.9 
5.2 
4.5 
3.1 



6.5 
4.9 
4.6 
2.3 
2.1 



2.3 | 4.5 





.9 | 

1.0 | 

.8 | 

.8 | 



1.8 | 

1.3 | 

■ 8 I 

.2 | 

• 3 I 

1.0 | 

.5 I 
.3 
.5 



I 23.3 

| 18.4 

I 11.6 

| 10.4 

I 7.4 

I 4.7 

I 4.1 

I 3.6 

3.3 

2.3 

2.0 

.8 

.7 

.7 

.6 

.5 

.5 

.3 

.3 

.3 



*The data for this table were compiled from the questionnaires filled by 
the graduates. 

TABLiE XL 

SUBJECTS LIKED BEST BY THE QUITTERS IN ORDER OF IMPORT- 
ANCE.* 

Boys 285 

Girls 155 

Total ."440 



Subjects 



Boys 



Girls 



% 



2nd | 3d || 1st | 2nd | 3d 



% I % II % I % I % I 



|| Sum 
Boys and Girls 1 1 of 
combined ||ranks 



1st | 2nd | 3d 



% 


1 % 


1.1.0 


9.0 | 


23.0 


31.3 | 


33.1 


23.0 | 


9.2 


11.3 1 


6.7 


3.2 1 


5.0 


5.7 | 


3.5 


4.1 | 


2.8 


2.8 | 


1.6 


1.6 | 


1.3 


2.5 | 


2.0 


1.3 | 


1.3 


•7 1 


1.1 


• 7 I 





• 7 I 


.2 


• 5 I 





.9 | 





.5 | 


.2 


1 





• 2 I 



I % II 



Blank 

English 

Mathematics 

History 

Agriculture 

Latin 

Biology 

Domestic Science . . 

Commerce 

Physics 

Physical Geography. 

Chemistry 

German 

French 

Manual Training . . . 

Zoology 

Botany 

Music 

Civics 



9.5 
16.8 
37.8 
11.6 
10.1 

3.9 

3.2 



2.1 

2.1 
.7 

1.4 
| 2.7 


.4 











9.0 

31.9 

26.3 

10.1 

4.6 

3.5 

3.2 



2.1 
3.7 
1.4 



14.3 

31.2 

9.5 

11.2 

10.1 

4.6 

6.7 



3.7 
1.4 
2.1 



.7 | 1.4 



1.3 

.7 

.4 



|16.1 
|33.8 
|23.4 
II 4.5 
II 
I 7.1 
II 3.9 
|i 7.8 
ll -7 
II 
II -7 
|| 1.3 
II 2.0 
II 

II o 
II o 
II o 

II -7 
II 



|10.2 
29.2 
16.2 
14.2 
.7 
9.8 
5.9 
7.8 
.7 
I 
| 1.3 
I -7 
| 1.3 
I 1.3 
I 
I -7 
I 
I 
I o 



.2 
21.5 
32.5 
12.4 



7.8 

9.8 

8.5 



1.3 

1.3 



2.0 

2.0 


.7 









9.2 | 
28.1 | 
17.7 | 
11.3 I 

6.7 | 

5.7 | 

7.4 | 

3.0 | 

2.5 II 
1.4 || 

1.8 || 
.9 II 

• 9 II 

1.3 || 

1.1 II 
■2 || 

• 2 ]| 
ll 




26.9 

24.1 

10.7 

6.4 

5.4 

4.9 

2.8 

1.9 

1.7 

1.2 

1.0 

.9 

.7 

.6 

.4 

.2 

.1 

.1 



*The data for this table were compiled from the questionnaires filled by 
the quitters. 



6PAPHM. 

Graphic comparison of per cetfts of Graduates and 

Quitters naming the subjects liked best 
{Only tiKst c h oice considered) 

'6t-odt/o1es { fr 



MATH£MTlCS 



Qc 



tots {', 






HUTCffi 



LATIN 



hGRtCvLTVRE 



CiPLOGY 



Grodi/ales ( fr 
Quitterc, [e 

Groc/</ote5 \o 
£>ui iters [c. 

QutHet-s \c 



5 '0 '5 20 gs so 3S 46 +s SO 
Per Cent. 



CRAPtJMCotftirwetl) 

6roph(c comparison of per ce/ris ef Graduates aird 

Quitters rssminf the Subjects //fed best 
(0/7 /j first choice co/i side red). 

Quitters \i 



C//£fl/sT/?y 



/WY&CS 



C0M/1£$CE 



{Cra(fvofe$ { 
Quitters (f 



AA&1/JU. TMMKGWrQdvUs $ 



ond 



WESr<cscwct[ Qviit , ts {s 



~~S To 'S & iS'JSf 35 tO ¥5 
Per Cents. 



102 Program, of Studies of 

The most prominent feature of graph II is the fact that the 
four leading subjects mentioned as liked best are the same as 
the four leading subjects in graph I, mentioned as the most use- 
ful or least useful. A scientific correlation might be well 
worked out here, but, as has been indicated throughout, the pur- 
pose of this study is to show the large tendencies which have to do 
with the problem of rural high school education in Tennessee. 

The fact that these same four subjects head the list in this 
graph, as in the previous graph, may be explained in the same 
way as the other graph was explained; namely, that the mia- 
jority of the students' time is spent on these four subjects. The 
course of study which was prescribed by the State High School 
Inspector of Tennessee at the time fixed ten of the sixteen units 
required for graduation. They were as follows : English four ; 
mathematics three ; science two ; and history one. That is to 
say, one-half of the time of all the students had to be spent on 
English, mathematics, and history. Table XXXII, which gives 
the high school units completed by the graduates, shows that on 
an average each student, completed 3.71 units of English, 3.09 
units of mathematics, 3.04 units of foreign languages, and 2.36 
units of social science, making a total of 12.2 units, or over three- 
fourths of their entire work. Table XXXI, which gives the 
high school units completed by the seniors, shows a total of 12.47 
units of work done m these same four subjects. 

Although foreign language is not among the ten units re- 
quired by the state course, yet we find it ranking high in both 
tables showing high school units completed by graduates and 
seniors. This is probably due to the fact that the majority of 
the higher institutions of learning in the state have a foreign 
language entrance requirement. Especially is this true of V'an- 
derbilt University, which has played a very prominent role in 
high school development in Tennessee. 

One other thing should be considered in this connection in 
determining the basis on which the students express opinions 
regarding the course of study. The statement was made in the 
historical sketch at the beginning of this chapter that many of 
these country high schools were at one timle private academies, 
and in a sense preparatory schools . for higher institutions of 



Tennessee County High Schools 103 

learning. In fact, many of them were Vanderbilt Training 
Schools serving as feeders for the university proper. Conse- 
quently, when they were converted into county high schools the 
classical and traditional spirit which dominated them continued 
to exist. The change really was little more than one of name. 

It is not hard for one to see the strong hold which traditional 
education has upon the Tennessee high schools. The students 
are judging the course of study in terms of the subjects which 
they have taken in high schools. We have shown that these sub- 
jects, for more reasons than one, are mainly classical. It is an 
unquestionable fact that, for the great mlajority of the students, 
the question of a high-school education, as a direct and specific 
preparation for participation in the vocational activities of the 
comtmunities in which they live, has scarcely entered into their 
thinking. 

This section of the chapter is concluded with a study of the 
subjects the pupils want added to their high school program of 
studies. In the study of the subjects thought mlost useful, least 
useful, and liked the best the pupils' opinions were confined to 
the subjects which they had taken in the high school; while in 
this section they were not limited in their choice. One way of 
testing, in a measure, the functioning of these high schools is to 
ascertain from the pupils themselves which subjects they want 
added to their school course. If they feel that they are getting 
what they want and need in the high school, it should find ex- 
pression here. If, on the other hand, they feel the need of sub- 
jects not found in their high school course, this too should find 
expression here. The answers to the question might be of help 
to the administrator in planning the program of studies since it 
should offer suggestions concerning the type of work the pupils 
feel should be offered in their high schools. 

Several graphs are used in this section. After each table, giv- 
ing the subjects which a group want added, a graph is presented. 
Two graphs are employed to express the facts contained in that 
table a little more vividly. For comparative purposes the boys 
and; girls are graphed separately. At the conclusion of the 
three tables with their graphs another graph is employed which 
combines all three of the groups, yet retaining the boys and 



104 



Program of Studies of 



girls separately for comparative purposes. Only fourteen sub- 
jects are considered here as they are the ones of chief import- 
ance. The continuous lines represent the boys and the dotted 
lines represent the girls. B indicates boys and G indicates 
girls. 

The tables containing the subjects the various groups want 
added together Avith the graphs follow. 

TABLE XLI 

SUBJECTS THE GRADUATES WANT ADDED TO THEiK HIGH SCHOOL 

COURSE.* 

Boys 166 

Girls 222 

Total 388 



Subjects 



Boys I Girls I Total 



% 



% 



% 



Commerce 

Manual Training . 

French 

Teacher Training . 

Agriculture 

Domestic Science . 

Spanish 

German 

Chemistry 

English (more) . . . 
Physical Education 

Music 

Art 



Expression 

Theology 

History (more) 

Astronomy , 

Physics 

Military Training . . 

Spelling 

Practical Arithmetic 

Latin (more) 

Hygiene 

Botany 

Geology 

Greek 

Mechanical Drawing 

Biology 

Phys. Geography . . . 
Trigonometry 



13.5 

21.6 

23.9 

20.7 

8.1 

17.5 

11.7 

11.3 

5.0 

8.6 

8.6 

9.0 

13.1 

8.5 

4.1 

5.0 

4.5 

2.7 



1.8 
3.1 
2.3 
2.3 
2.3 
2.7 
3.1 
.5 
2.2 
1.8 
.9 



23.9 

22.1 

16.4 

15.0 

12.5 

10.7 

10.1 

8.6 

8.6 

8.6 

6.9 

6.9 

7.5 

6.5 

4.4 

3.9 

3.6 

3.4 

3.4 

3.0 

3.0 

2.8 

2.6 

2.6 

2.3 

2.3 

2.3 

2.0 

2.0 

1.8 



*The data for this table were compiled from the questionnaires 
filled by the graduates. 



Tennessee O'ounty High Schools 
TABLE XLI (Continued) 



105 



Boys I Girls Total 



Subjects 



% 



% 



% 



Economics 

Civics 

Current Events 

Sociology 

Engineering 

Algebra (more) 

Logic 

Chemical Laboratory . . 

Phys. Laboratory 

Miental Arithmetic 

Nature Study 

American Literature . . . 

Millinery 

Nursing 

Mythology 

Library Training 

Debating 

School Sanitation 

Basketry 

Vocational Training 

Surveying 

Ancient Literature 

Road Building 

Modern Drama 

Etiquette 

Solid Geometry 

Architect 

Blacksmithing . . 

Hebrew 

Ethics 

Sacred History 

Camp Cookery 

Analytical Geometry . . 
Spherical Trigonometry 
Descriptive Geometry . 
Differential Calculus . . , 
Landscape Gardening . 

Biography , 

Anthropology 



2.4 


.9 


| 1.8 


.9 


1.8 


.9 


.6 


1.3 


| 2.4 





I - 6 


.9 


i 1.8 





1.8 





1.8 





.6 


.9 


o 


1.3 





.9 





.9 





.9 


.6 


.5 


.6 


.5 


1.2 








.5 





.5 


.6 





.6 








.5 


.6 








.5 


.6 





.6 





.6 





.6 





J - 6 





i -6 


1 





.5 


1 - 6 





1 ° 


.5 


1 ° 


.5 


1 ° 


.5 


1 ° 


1 -5 


1 - 6 





.6 


o 


1 ° 


.5 | 



1.5 
1.3 
1.3 

1.0 
1.0 



.5 
.5 
.5 
.5 
.5 
.5 
.3 
.3 
.3 
.3 
.3 
.3 
.3 
.3 
.3 
.3 
.3 
.3 
.3 
.3 
.3 
.3 
.3 
.3 
.3 
.3 
.3 
.3 



6PAPHIH 
Graphic co/npar/son sfyowmj per ce/its ciGrodvote. 
Boys wa/if/nj vanous subjects added to the ff'fh 
School 'Course of Stud f 



rWry Tfl 
£*« (HMO 



si". T* 
SfAunn 

*#£.»(. H 
ntcn mam 

r»ru<S 
rm% to 

MUSIC 

«•* -fit\rtn. 



u 






25 



So 



JS 



CtfAPHM 
Crop hie comportscn showing per ce/tts of 
Graduate 6/r/l whcwontvor iov% Subjects added to 
thenijih JcAcc/ Coarse of 5tvdj. 



ffHZtftf 




ni*rM- flMtfWA* 








awtP»TM sc/etfce 




4*r 






































THEOLOOy 








fHPEK 




P/iYSlCS 




esotoor 





H16Z.NF 





iAT//Vf/»cHe) 




&CTW1 




J3l0t-CC1 




■SKUIH6 





fo 15 20 

Per Cents 



25 



30 



IS 



106 



Program of Studies of 
TABLE XLII 



SUBJECTS THE SENIORS WANT ADDED TO THEIR HIGH SCHOOL 

COURSE.* 

Boys 344 

Girls 471 

Total 815 



Boys 



Subjects 



% 



Girls 



% 



Total 



% 



French 

Commerce 

Manual Training 

Spanish 

Physical Education 

Expression 

Military Training 

German 

Music 

Domestic Science 

Teacher Training 

Agriculture 

Art 

Greek 

Chemistry 

Astronomy 

Bible 

Writing 

Trigonometry 

Physics 

English (more) 

Mythology 

Science (more) 

Economics 

Botany 

Spelling 

Italian 

Physiology 

Business Arithmetic 

Engineering 

History, U. S 

Arithmetic , 

Business English 

Mechanical Drawing 

Geology 

Drafting 

Civics 

Mining Engineering 

Fire Drill 

Physical Geography (more) 

Vocational Training 

Vocational Guidance 



15.4 

35.4 

33.3 

17.1 

14.3 

11.1 

21.9 

6.6 

4.8 

2.4 

7.8 

9.3 

7.5 

2.7 

7.8 

4.5 

1.2 

5.0 

3.5 

2.4 

1.8 



1.5 

1.8 

.9 

.6 



1.2 

.3 

1.5 

.9 

1.2 

.9 

.9 

.6 

1.2 

.6 

.9 

.3 

.6 

.6 

.4 



39.3 

21.2 

21.2 

27.9 

18.7 

13.2 

4.8 

12.4 

13.2 

12.6 

8.4 

6.7 

11.8 

4.1 

3.4 

3.8 

4.8 

1.7 



2.1 

.8 

.6 

1.1 

1.1 

1.5 

.6 







28.8 

26.8 

25.6 

22.9 

16.7 

12.0 

11.4 

9.7 

9.5 

8.2 

7.9 

7.6 

9.8 

5.2 

5.0 

4.0 

'62 

3.0 

1.9 

1.4 

1.2 

1.2 

1.1 

1.1 

1.0 



*The data for this table were derived from questionnaires filled 
by the Seniors. 



Tennessee County High Schools 



107 



TABLE XLII (Continued) 



Subjects 
Telegraphy (wireless) . . . 

Mechanics 

Solid Geometry 

Biology 

Current Events 

Engineering (mechanical) 

Latin (more) 

History 

Metalurgy 

Industrial Course 

Machine and Metal work 

Parliamentary Law 

Civil Engineering 

Banking 

Sociology 

French History 

Blacksmithing 

Telegraphy 

Medicine 

Journalism 

Home Nursing 

Electrical Tests 



Boys | 


Girls 


Total 


% 1 


% 


% 


.6 | 







.2 


.6 1 







.2 





.4 




.2 


.3 


.2 




.2 


.3 


.2 




.2 


.6 







.2 


.3 







.1 


| 


.2 




.1 


.3 1 







.1 


1 


.2 




.1 


.3 | 







.1 


.3 







.1 





.2 




.1 


.3 | 







.1 


.3 







.1 


1 


.2 




.1 


.3 | 







.1 


.3 







.1 


.3 j 







.1 


.3 


0' 




.1 





.2 




.1 


.3 j 







.1 



Graph re comparison s/it^ttio p?r cents of 5 em or 
hojs who want various Subjects added to the ///a h 
^c/foo/ Coarse of Stody. 



toWIERte 



rtwrf 
/*HT7?. 
3PA*IS-Y 

rxfi/ftsi/oy 

AOmcoLTutt 
Ttnin r/f 

<Jf/?Ayt» 
*Kt£X 



/0 



^cr Ce/jts 



25 50 JS 



G/?APH¥7 
Graphic com pan 50/1 show in j per ce/rfj of oemor 
6/r/s who want various Subjects °dded to l/ie 
Hiejh St 6 oof Course of Study 



SPAN IS H 

cc ft/rent [ 
Puts. So 



&ff>l)fSSiei\ 

*«/•» Ul 

AW 
Ttt>Cfi. Iff 

At/fKunvn 

awe 
eHt(* 



AStffanm* 

tTtt*L.ir<!0 

SP€LLIHG 

&o?flf*l 

77? <C 

PHY5IC5 - 



10 15 20 25 

Per Ce/rts 



30 



3$ 4-0 



108 



Program of Studies of 



TABLE XLIII 

SUBJECTS IF ADDED TO THE COURSE WOULD CAUSE THE QUIT- 
TERS TO WANT TO GO BACK TO HIGH SCHOOL.* 

Boys 285 

Girls 155 

Total 440 



Subjects 



Boys 


Girls 


% 


% 


23.8 


7.2 


9.1 


5.9 


13.3 


2.0 





17.6 


3.9 


4.6 


4.6 


6.5 


5.0 


1 2.6 


3.5 


4.6 


5.0 


1.3 


3.9 


| 2.6 


4.3 





1.4 


4.6 


2.1 


4.6 


2.8 


1.3 


1.4 


3.3 


2.1 


2.6 


1.1 


3.3 


2.1 


.7 


1.4 


1.3 


2.1 


U 


1.1 


1.9 


2.1 





1.1 


.7 


.4 


| 2.0 


1.1 





1.1 





1.1 


I ° 


1.4 





.7 


.7 


1.1 





.7 


1 ° 


.4 


.7 


.4 


.7 


.7 





.7 





.7 


f o 





.7 





.7 


.7 


1 ° 





1 - 7 


.7 


1 X 


.7 


.4 





.4 





.4 





.4 






Commerce 

English 

Agriculture , 

Domestic Science . . , 

German 

Higher (Latin) .... 
Algebra (more) 

Chemistry 

Manual Training . . 

Physics 

Arithmetic 

Science (more) 

Music 

Solid Geometry 

History 

Expression 

French 

Spelling 

Spanish , 

Physical Geography 

Biology 

Mechanical Drawing 

Greek 

Art 

Astronomy 

Physiology 

Engineering 

Teacher Training . . 
Political Economy . 

Botany 

Drafting 

Bible 

Physical Education 
Civil Engineering . . 

Law 

Grammar 

Classics 

Civics 

Medicine 

Zoology 

Banking 

School Spirit 

Journalism 

Electricity 

Arabic Language . . 
Common Law 



*The data for this table were derived from the questionnaires filled 
by the quitters. 




per ce'rrts of 
iq vir/cus si/fytcts 



cased to 


the LOU ft $ 


e 01 OTvay. 


Conns Re e 




An-ifiti/n<jt\e 




tit/SUSf/ 










ALGEBRA. 






Hl6nm LATlM 






AWTHt^C TIC 






een/iKf 






,wv5/<5 






C/tE/*,t!,T1Y 






3et.lPGE.ort- 






/•fcs/C 






f-Xp^i SSIOM 






t<fCH.C#l(*eeriiH» 







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Tennessee County High Schools 109 

After studying tables XLI-XLIII together with the graphs, 
one is impressed with the fact that the desires of the students 
cover alom(st every subject found in the high school or college 
curriculum. It is an evident fact that in mlany instances the 
pupils have no definite purpose in mind in naming these sub- 
jects which they want added to their high school course of study. 

It is plainly evident from the nature of the subjects that the 
boys want added that the majority of them) think in tennis of 
practical subjects; while the girls, as a rule, tend more to the 
aesthetic or cultural side of an education. This is quite true in 
the world at large since the boys have to think of making a liv- 
ing and building a career, while the girls, as a rule, have never 
had to think along these lines. 

We can say, too, that the two groups, graduates and quitters, 
which have left the high school desire subjects added that are 
of a far more practical and utiltarian nature than those of the 
seniors who are still in high school. This is especially true in 
the case of the graduate and quitter boys who have been out 
and have seen the need of agricultural and commercial training 
in the work they are doing. The same thing is true, in a sense, 
of the quitter girls. The two subjects they wish added most are 
domestic science and comjmlerce. We can see the reason for this 
when we recall that practically 71 per cent* of them; are at 
homle and 2.6 per cent are clerking. 

The fact that French, commerce, manual training, Spanish, 
physical education, expression, military training, German, and 
mjusie are the nine leading subjects that the seniors wish added 
to their high school course proves the statement made previously 
in this study that the seniors think of a high school education 
a,s a preparation for college entrance, for the professions, or; 
for a life of cultured ease, rather than a preparation for par- 
ticipation in the vocational activities of the communities in 
which they live. 

A study of the subjects which the graduates wish added will 
shoAv that this idea gradually changes as the pupils go from! the 
school room into their life vocations. It is interesting to note, 



*This figure is arrived at by combining the groups "at home" and 
"blank." 



110 Program of Studies of 

also, that the quitters scarcely mention French, art, music, and 
subjects of such nature. 

If we let the graduates, the group that has gone through high 
school and from there (the majority of them)) on into their 
life-work, and the quitters, the group that, for some reason, 
did not stay in high school to finish, be the determining ele- 
ments in deciding what subjects should be added to the high 
school program of studies, when looked at from the pupil's point 
of view, we would be forced to recognize the demiand for com- 
merce, manual training, modern languages, teacher-training, 
agriculture, domestic science and chemistry. 

If the above statement is true, the next question that arises is : 
Aiv subjects which the pupils want added of such a nature that 
the high school could well afford to offer them? The fact that 
the leading high schools all over the country are offering them 
renders a discussion of the topic unnecessary. Finally, if the 
pupils demand them!, and the high schools can offer them, would 
the probable vocations of the pupils justify them on the basis 
of the "greatest good to the greatest number?" The best way 
to settle thi.s proposition is to recall the fact stated on page 74; 
namely, that the majority of these girls who attend these high 
schools will remain in the homes and that the great majority of 
those who do not will enter one of the three groups of teaching, 
commercial work, or nursing; that about 5 per cent of the boys 
will enter the professions; that farming will be the chief occu- 
pation of the other 95 per cent and that farming will be fol- 
lowed closely by the occupations of manufacture and trade, 
clerking, teaching, the work of the artisan, and the work having 
to do with transportation. Comparing these probable vocations 
with the list of subjects named above, which all three groups 
suggested for addition to their high school program of studies, 
one is compelled to grant the wisdom of their demands if one 
accepts the modern viewpoint and recognizes that the true func- 
tion of the modern high school is to train the great group which 
goes directly from the high school into commercial, industrial, 
and agricultural pursuits as well as to prepare the few for col- 
lege entrance. 

This discussion throughout has been confined to conditions 



Tennessee County High Schools 111 

which are state-wide, and consequently, general in nature. The 
endeavor has been to ascertain the big central tendencies and 
conditions for the state as a whole. A detailed study of one 
typical school here, however, will help to make clearer and 
stronger the points made in general. The school selected for 

this purpose is the County High School, located in the 

town of — , the county seat, a small town of about fifteen 

hundred people, situated in the heart of the farming section of 
Middle Tennessee and patronized by pupils from both the town 
and the surrounding country. It is, therefore, what might be 
called a typical rural county high school. The majority of the 
pupils live out of town, many of whom come and go each day 
on bicycles, motorcycles, horses, in buggies, trains, interurbans, 
etc. In fact, nearly every type of conveyance used for travel, 
common to a rural community, is to be found around the school 
building during the day. One-hundred and fifty-one pupils are 
enrolled in this high school and seven teachers are employed to 
carry on the various lines of work offered. The following 
tables set forth the chief features of this school which the writer 
wishes to bring to the attention of the reader. 

TABLE XLIV 

OCCUPATION OF THE FATHERS OF THE PUPILS WHO ATTENDED 
THE — COUNTY HIGH SCHOOL.* 

Occupations Per cent 

Blank 1.29 

Professional 2.58 

Semi-professional 3.23 

Federal and Town Employee 4.52 

Artisans 10.32 

Transportation 1.29 

Clerical Assistants 1.29 

Personal Service 1.29 

Middlemen (Ins. agents, etc.) 1.29 

Manufacture and Trade 12.26 

Farmer 54.18 

Unclassified 6.46 

* Taken from data in the Principal's office of the » — County 

High School. 



112 



Program of Studies of 



TABLE XLV 



OCCUPATIONS OF THE OLDER BROTHERS AND SISTERS WHO 
ATTENDED THE — COUNTY HIGH SCHOOL.* 



Boys | Girls 



Occupations 



% 



Total 



% 



Professional 

Semi-professional 

Federal or City Employee. . . 

Artisans 

Transportation 

Clerical Assistants 

Middlemen (office workers) 

Manufacture and Trade 

In School 

At Home 

Farmer 




5.0 

10.0' 
5.0 

10.0 

20.0 
5.0 
5.0 
5.0 
5.0 

30.0 



6.0 














30.0 
64.0 





2.7 

2.7 

5.4 

2.7 

5.4 

10.8 

2.7 

2.7 

16.2 

32.5 

16.2 



*Data tabulated from the records in the Principal's office of the 
County High School. 



TABLE XL VI 

DISTANCE TRAVELED BY THE PUPILS WHO ATTENDED THE 
COUNTY HIGH SCHOOL.* 



Distance traveled Per cent 

Live in town 41.7 

R. F. D. 1 to 12 miles 31.7 

f Six miles 1.3 

Eight miles 4.6 

Ten miles 2.6 

Eleven miles 2.6 

Twelve miles 7 

Fifteen miles 9.9 

Twenty miles 7 

Boarding in town 7 

Not given 3.3 

*Data tabulated from the records in the Principal's office of the 
— ■ — County High School. 

tThe pupils living six, eight, ten, eleven, twelve, fifteen and twenty 
miles from school go in on the trolley, for the most part. 



Tennessee County High Schools 



113 



TABLE XL VII 

CHOSEN OCCUPATIONS OF THE PUPILS WHO ATTENDED THE 
1 COUNTY HIGH SCHOOL.* 



Boys I Girls I Total 



Occupations 




Blank 

Professional 

Semi-professional 

Artisans 

Transportation 

Clerical Assistants 

Mianuf acture and Trade . 

Teach 

At Home 

Farmer 



*Data tabulated from questionnaires tilled by all the pupils of this 
school. 



TABLE XLVIII 



PER CENT OF RECITATIONS IN THE 



COUNTY HIGH 



SCHOOL DEVOTED TO THE VARIOUS SUBJECTS.* 



Per cent of total 
Subjects taught recitations devot- 

ed to this subject 

Foreign Languages 24.98 

Latin 43.1 

German 28.7 

Spanish 25.2 

French '. 3.0 

English 21.80 

Mathematics 21.28 

Algebra 35.9 

Geometry 64.1 

History 15.92 

Medieval and Modern 36.4 

Ancient 33.6 

American 18.7 

English 11.3 

Home Economics 7.02 

Agriculture 6.28 

Chemistry 2.72 

Note. — This table means that 24.98 per cent of all the recitations 
were in foreign languages while 43.1 per cent of these were in Latin, 
28.7 per cent in German, etc. 

*Data tabulated from the records of the Principal's office of the 
— County High School. 



11-4 Program of Studies of 

The occupations of the fathers and older brothers and sisters 
of this school are practically the same as those found for the 
state as a. whole. The anticipated occupations of the pupils are 
also very similar to those planned by the three groups studied 
representing all sections of the state. These facts show that this 
County High School is strictly a rural high school, patronized 
mainly by rural people. 

Of the total enrolment of the pupils 41.7 per cent live in 

, 31.7 per cent live outside the town on the rural 

routes within a radius of twelve miles, and 26.6 per cent live in 

or near small towns six to twenty-six nuiles from , and 

come in daily on the interurbaii. This school is situated in an 
agricultural community. Every patron of the school is either 
directly or indirectly interested in agricultural pursuits. Over 
54 per cent of them are actively engaged in such occupations. 
The interests and problems comonion to rural life are really the 
vital problems in tin homes of all these pupils. This being true, 
it follows that the predominating activities of the school should 
grow out of the rural life problems of these people and should 
serve to promote the best interests and general welfare of the 
community. 

Instead of this high school's realizing its opportunity of rend- 
ering real service in this community, and consequently, organiz- 
ing and directing its course of study to that end, it seems per- 
fectly satisfied to go along in the old traditional way, with the 
rest of the high schools of the state, perfectly oblivious of its 
opportunity for service. Table XLV11I, which shows what its 
course of study is, and what percentage of all the recitations is 
given to each subject, proves that it is making practically no 
effort to adapt its work to the real needs of the community 
which it serves. 

Despite the fact that the vocations and interests of the parents 
and older members of the families who patronize this school are 
predominately agricultural, only 6.28 per cent of all the recita- 
tions are in agriculture. The agricultural work that is offered 
is of the most bookish kind with practically no laboratory equip- 
ment — a type of instruction that would tend to repel rather 
than draw students. Not only is the equipment very meager 



Tennessee County High Schools 115 

but the teacher of agriculture and chemiistry is the mlost poorly 
paid of any other member of the faculty. 

Although over 60 per cent, of the pupils are girls the majority 
of whom/ will eventually be the home-makers or the teachers in 
that rural community, only 7.02 per cent of all the recitations 
are in home economics. Regardless of the fact that the natural 
sciences are at the base of all the vocational activities of the 
great majority of these people, chemistry is the only science 
offered in the school and that only in the senior year, mJaking a 
total of 2.72 per cent of the recitations devoted to a study of the 
natural sciences. 

There are four times as mlany pupils studying foreign lan- 
guages as there are studying home economics. Another way of 
estimiating the value put upon the course of study is to note that 
one-fourth of all the recitations are in some foreign language; 
that nearly one-half (46.26 per cent) of all the recitations are 
in foreign languages and m'athemiatics ; that practically one-half 
(46.78 per cent) of all the recitations are in languages; that over* 
one-half (51.56 per cent) of all the recitations are in foreign 
languages, algebra, geomjetry and ancient history, and finally 
that practically two-thirds (62.18 per cent) of all the recitations 
are in foreign languages, mathematics, and history.t This con- 



tTo show in still another way that this is a typical rural county high 
school of the state, a table is presented below showing the per cent 
of the students in these schools coming directly from the open country: 



TABiLE XLIX 

NUMBER OF PUPILS ENROLLED FROM CITY OR TOWN AND FROM 
COUNTRY IN COUNTY HIGH SCHOOLS OF TENNESSEE. 



City or Town || County 

No. | % Increase || No. | % Increase 



1909-10 


1968 
2333 
2534 
3353 
3013 
3860 
4003 


18.5 
28.8 
70.4 
53.1 
96.1 
103.4 


1979 

f| 3474 
|| 3850 
4534 
II 4447 
|| 6040 
|| 6488 




1910-11 


75.5 


1911-12 


94.5 


1912-13 


129.1 


1913-14 


124.7 


1914-15 


205.2 


1915-16 


227.9 







Note. — Above table was secured from data taken from the biennial 
reports of the State Superintendent of Public Instruction of Tennessee. 



dition substantiates the statement miade several times in this 
study that the majority of the time of the pupils is taken up 
with the formal studies. How could a school, thus bound by 
tradition be able to serve its community to any appreciable ex- 
tent ! Evidently the authorities in this instance feel that "With- 
out the shedding of foreign language there is no remission of 
ignorance." They appear to feel quite sure that "There are 
in a few classical subjects a sacramental virtue which makes 
them an indispensable means of intellectual salvation."* 

We have found in this school that the occupations of the fath- 
ers and the older brothers and sisters are practically the same 
as those for all of the schools of the state as a group; that the 
occupations the pupils of this school plan to enter are about the 
sarnie as those of the schools of the state as a group ; that as re- 
gards the course of study, the mlajority of the time of the pupils 
of this school, as well as that of all the pupils of these schools as 
a group, is spent in the formal subjects of English, mathematics, 
foreign languages, and history; and that the practical and utili- 
tarian subjects receive but little stress and attention. This shows 

conclusively that the County High School is a 

representative type of the first-class county high school of 
Tennessee; that what has been said of its population, course of 
study, etc., will apply equally well to all the first-class county 
high schools of the state as a group ; and what may be said of 
the reorganization of its course of study will apply equally well 
also to the state situation. The chapter on conclusions and rec- 
ommendations contains suggestions as to needed reorganization. 



*Lewis, Democracy's High School. 



116 



CHAPTER IX 

CAUSES OF ELIMINATION IN TENNESSEE'' OOUtNTY 
HIGH SCHOOLS 

Up to this point the writer has showed the kind of comlmunity 
these first-class county high schools are serving; the vocational 
opportunities open to the students of these schools; the voca- 
tions they will likely enter; the type of training they have had 
as a preparation for their chosen work ; and what further train- 
ing they will need. He has also pointed out that only 11 pupils 
out of every 100 who enter the elementary school finish high 
school ; and that something is woefully wrong when such a large 
group enters high school to dwindle down to so few who remain 
to graduate. In the present chapter he undertakes to show that 
the kind of work offered is of such a nature that it fails to grip 
the pupils, the result of which is heavy elimination. In discov- 
ering why the pupils of the first-class county high schools of 
Tennessee leave before graduation, again he approaches the 
problem from the viewpoint of the pupils themselves. In order 
to get as thorough a grasp of the situation as possible he com- 
pares the reasons that the principals gave for the pupils' leav- 
ing, with the reasons the pupils themselves gave. To get the 
data for this phase of the study, the principals of these sixty 
first-class county high schools were asked to state why these 
pupils left high school before graduation ; then the pupils them- 
selves were asked the same question and the two groups of an- 
swers correlated. 

The results obtained are of sufficient import in the mlind of 
the writer to justify the method of approach, and it is to be 
hoped that those who are interested enough to study the prob- 
lem mlay be convinced also of its effectiveness. For reasons too 
numterousi and obvious to mention, the writer has thought it best 
to retain the exact expressions of the pupils and principals in 
compiling tables. For convenience in discussing and comparing 
the work the answers are thrown into large groups. 

Table L which follows contains the reasons given by the prin- 
cipals of these high schools as to why these 972 pupils left high 
school before graduation. 

117 



118 



Causes of Elimination in 



TABLE L 

PRINCIPALS' REASONS WHY QUITTERS LEFT HIGH SCHOOL BE- 
FORE GRADUATION.* 

Boys 588 

Girls 384 



Total 972 



Boys 



Girls 



No. 



% 



No. 



% 



Total 



No. % 



Blank 



To stay at home 

Family troubles 

Father would not send me. 

Married 

To keep house 



To clerk 



To work 

To work 

Wanted to work 



To teach 
To teach 



To farm 
To farm 



Distance from school 

Too far, and roads too bad. 

Moved away 

Moved away 



To go to other schools 

Changed schools 

To enter 
Business college . . . 

College 

Preparatory 

University 



Financial reasons 
Financial reasons 

Had to work 

Needed at home . 



Ill 





6 

12 





18 
3 



41 
20 



61 
14 

17 



23 



18.9 !i 70 I 18.2 





1.0 
2.0 




3.0 
.6 



7.0 
3.5 



2 


.5 


2 


.5 


49 


12.7 


5 


1.3 


58 


15.0 









10.5 
2.4 

2.9 



10 I 1.7 



3.9 



1.0 

1.0 

1.2 

.5 



25 I 4.3 



23 

29 



52 



3.9 
4.9 





9 | 2.3 
2 } .5 



11 I 2.8 

22 I 5.7 

I 0' 

10 I 2.6 



36 



1 

2 

11 





17 

13 

5 
3 

-t — *- 



21 



7.4 



.3 

.5 

2.9 





4.4 

3.4 
1.3 



5.5 



181 



61 
5 



76 
3 



50 
22 



72 
36 



36 

34 

3 



18.6 



.2 

.8 

6.3 

.5 



7.8 
.3 



5.1 
2.3 



7.4 
3.7 



17 


1.8 


20 


2.1 


59 


6.1 


6 


.6 


7 

8 

18 

3 


.7 

.8 

1.9 

.3 


42 


4.3 



3.7 

3.5 

.3 



73 



7.5 



*The data for this table were derived from the blanks filled by the 
Principals of these 60 first-class County High Schools. 



Tennessee County High Schools 



119 



TABLE L (Continued) 



Boys 



Girls 



Total 




Illness of parents 

Death of parents | 5 

Sickness in home I 4 

On account of the teachers 

Dislike for the teachers I 

Disliked a grade received on one 

examination I 

Mother did not want him 

punished [ 1 

Suspended | 16 

Trouble with teachers | 

i 
19 
Lack of interest, etc 

Behind in work [ 1 

Because his brother did j 1 

Changed to get the boys out of 

her head | 

Constitutional dislike for school) 1 

Could not graduate | 1 

Did not care for books ] 1 

Discouraged | 6 

Disliked school work I 9 

Failed j 24 

Football season ended | 1 

Had enough j 1 

Indifference | 15 

Knew enough | 

Lack of interest | 63 

Laziness I 3 

No ambition | 9 

No athletics offered T 1 

No brains j 2 

Older than classmates I 2 

Poor student i 12 

Poor preparation in the lower 

grades | 12 

Preferred society [ 

Pure "cussedness" j 1 

Ran away from home | 2 j 

Shiftlessness I 2 

Tired of coming 

To fish and hunt rabbits ; [ 1 

Too rich to go to the public; 

schools | 1 

Wanted independence \ 1 

Wlill-of-the-wisp-sort of fellow..! 1 

Would not study I 3 



120 



Causes of Elimination in 



TABLE L (Continued) 



Boys 



Girls 



No. 



No. 



Total 



No. 



23 


1 




.5 || 

II 
1.8 || 

o I! 
o II 

.3 | 

■i-H 

•2 I 




.3 
.5 

5.2 





6.0 








Illness of pupils 

Bad eyes | 3 j .5 jj 

Got behind from sickness ] | || 1 

Impediment of speech j 1 j .2 || 2 

Poor health j 21 j 3.6 J J 20' 

Scared of smallpox i 1 j .2 |j 

i i II- 

I 2(i ! 4.4 || 
On account of curriculum 

Course not suited to needs.... j 1 | .2 || 

Dislike for mathematics j 

Failed in mathematics | 1 j .2 || 

Interested in art, not literary || 

work | j j 

Interested in domestic science.) j || 

not in literary work | | 

To specialize in music j I 3 1 

Wanted to take manual training 
which conflicted with algebra, 

and I made him take algebra] 1 | .2 | | 

Unclassified 

Eager to enter business | 11 j 

To become a missionary | | 

To become a trained nurse.... | j 

To preach ] 2 j 

To learn a trade i II 

To sell books | 1 ] 

j 15 | 2.5 [j 5 | 1.4 



1 1 




1 




3 | 




1 





| 





o I 






1.6 

.3 
.3 



1 

3 

41 

1 



49 

1 
1 
1 



12 
1 
3 
2 
1 
1 



20 



.3 
.1 
.3 
4.2 
.1 



5.0 

.1 
.1 
.1 



1.3 
.1 
.3 
.2 
.1 
.1 



2.1 



From the above table which contains the reasons why the 
principals say that the pupils left high school before graduation, 
we see that there is no one all-important reason in the minds of 
the principals as to why they think pupils fail to stay in school 
until graduation. The groups "To stay at homle," "To work," 
"Mloved away," "Financial reasons," "Illness of pupils," and 
"To go to other schools" are all of about equal importance. 

It is a significant fact also that the principals are unable (or 
unwilling) in 18.6 per cent of the cases to say why the pupils 
left before graduation. If they really do not know why they 
left, this lack of sympathy and mutual understanding between 
pupils and teacher probably helps to account for the heavy elim- 
ination. 



Tennessee County High Schools 121 

Another significant thing about this table is the fact that the 
principals do not lay the blame of elimination at the door of 
either the teachers (2.2 per cent) or the course of study (.9 per 
cent) . 

The largest single group of reasons given is the one entitled 
"Lack of interest.'' Close to 28 per cent of all those who left 
did so, in the opinion of the principals, from a lack of interest, 
or somie such kindred reason. The very fact that the principals 
recognize that nearly one-third of all those who leave school 
before graduation do so because they have lost all interest in 
the school is a serious indictment of the schools as a group. 
Since this is true, something must be radically wrong either with 
the course of study, the teaching force, or the organization and 
equipment of the school. Of course, there are causes of elimina- 
tion such as sickness, lack of finances, etc., over which the 
schools have no power, but when nearly one-third of all those 
who leave do so from a "lack of interest" then the challenge is 
one which should grip every eager, earnest educator. 

The seriousness of this situation is further illustrated by the 
fact that the principals are unable to say just why 18.6 per cent 
of all those who left did so. If we put this group with the "lost 
interest" group they will compose nearly one half (-16.5 per 
cent) of the entire group studied. In thinking this situation 
over one can not help bringing a charge of gross inefficiency 
against the entire high school system of the state, and wonder 
at the complacency of the principals when they attribute only 
a small per cent (3.1 per cent) of the trouble to the inefficiency 
of the teachers or of course of study. If the principals feel that 
they have satisfactory equipment, capable teachers, and well 
adapted courses of study, then how do they account for the 
fact that only a few out of every one hundred freshmen evert 
remjain to becomie seniors? Especially since they admit that 
only about 17 per cent of those who leave are forced to quit on 
account of poor health, lack of finances, distance from school, 
and like reasons over which the pupils have no control? 

Taking these reasons offered by the principals as a whole 
they seem to express in a general way the comtmon opinions held 
by educators today as to why pupils leave high school before 
graduation. 



122 



Causes of Elimination in 



Let us turn now to the pupil 's point of view and see if we can 
learn anything fromi them that would throw light on the prob- 
lem of elimination. Let us see if their reasons for leaving high 
school are similar to those given by the principals. 

In table LI which follows we do not have answers from, all 
the pupils whose names the principals gave, but the 440 re- 
sponses that we do have are representative of the group, and for 
all comparative purposes are satisfactory. 



TABLE LI 



QUITTERS' REASONS FOR LEAVING HIGH SCHOOL BEFORE 
GRADUATION.* 



Boys 

Girls 




285 
.155 










Total 




,440 












| Boys 


| Girls 


Total 




No. 


1 % 


1 No. | 


% | 


No. 


% 


Blank 


13 

1 



4 


4.5 | 

A 

o 


1.4 | 


5 I 

? 

1 1 
7 


3.2 | 



•7 | 

.7 1 

4.5 1 


18 

1 

1 

1 

11 


4.1 


To stay at home 
To help mother make a living. . 

To keep house for father 

Trouble at home 

To marry 


.2 

.2 

.2 

2.5 






. 


5 


1 
1.8 | 


9 1 


1 
5.9 


14 


3.1 


To clerk 


2 


l 
•7 I 


1 





2 


.5 


To work 

To benefit myself in better work 
To prepare for work earlier. . . 


4 
1 
1 


1.4 j 
.4 
.4 


1 

o i 
o i 

o 1 


o 



| 


4 
1 
1 


.8 
.2 
.2 


To teach 

Quit to teach and then go .back 
Taught for one year for a change 
To review for county school ex- 


6 

4 
1 






1 
2.3 j 

1.4 
.4 






ol 

1 

4 I 

o 1 
1 

2 I 


1 
o 

2.6 j 

| 

•7 1 

1 

1.3 | 


6 

8 
1 
1 

2 I 


1.4 

1.8 
.2 
.2 

.5 


- 


5 


i 
1.8 | 


7 | 


1 
4.6 | 


12 | 


2.7 



*The data for this table were derived from the questionnaires 
filled by the quitters. 



Tennessee County High Schools 



123 



TABLE LI (Continued) 



Boys 



No. 



% 



Girls 



No. 



% 



Total 



No. | % 



To farm 
Had to go to work on the farm 
Had to help my parents on the 

farm 

Quit to make a crop 

Rather farm 

To dairy and farm 

To take charge of a farm 

To work on a farm 

Distance from school, etc. 

Bad roads 

Inconvenience of location 

Lived too far from school 

Moved out to the farm too far 

from school 

No transportation 

Moved away 

Moved away 

Moved away and I would not go 

to the new school 

To travel 

Went west 



To go to other schools 
To enter 

Another school 

Business college 

College . 

Private school 

State normal 

Had chance to go to college; do 

you blame me? 

To take business course to pre- 
pare to support family 

To study pharmacy 

To specialize in music 



Financial reasons 
Anxious to make my own living 

Had to work 

Lack of finances 

Too old and had to work.... 



19 

1 


10 

1 

2 



1.1 

1.1 

.4 
1.4 

.4 

.7 
1.8 



6.9 || 

A 

o II 
3.6 I 

•4 || 

.7 II 



4 I 1.4 



1 
1 


20 

2 
11 
50 

4 



2.2 
1.1 

.4 
2.5 

.4 







7.4 

.7 

3.8 

17.5 

1.4 



14 I 5.2 |j 12 

I II 

2 j .7 ij 

I 

1 1 

1 I 



'67 | 23.4 





.7 
1.9 
3.9 

.7 
.7 



7.9 




1 


.7 


II o 





1 

1 





II 
II 1 

II 


.7 


II 

II 14 


9.1 


II 





11 2 


1.3 


1 n 


7.2 


1 5 


3.2 


|l 1 


.7 


II 













II 3 

[ 


1.9 


II 

II 36 


23.6 








|| 3 


1.9 


3 


1.9 


II °' 


0' 


II 





3.9 



3 | 
1 

4 I 
1 

2 I 
5 

19 I 4.3 

2 I .5 

3 I .7 
16 3.7 

2 | .5 

3 | .7 

26 j 6.1 

A * 

ij .2 

1 j .2 

1 I .2 



20 
3 
3 

18 
6 



1 
1 
3 

56 

2 
14 
53 

4 

73 



124 



Causes of Elimination in 



TABLE LI (Continued) 



Boys 



Girls 



Total 



No. 



No. 



% 



No. I % 



Illness of parents 

Death of parents 

Sickness in the home 

Step-mother became insane. 



Illness of pupils 

Epilepsy 

On account of eyes. 
Sickness 



8 

11 




19 

1 

5 

22 



On account of the teachers 

Didn't like the teachers 

Didn't like the teachers and 

some of the studies 

Inefficient teachers and courses! 
Lack of interest on part of 

teachers j 

On account of distinction cards 

Partiality of teachers 

Principal took his text on me at; 

the chapel exercises one day| 

Rules were so hard j 

Teacher had too many pets andj 

tried to run over me J 

Teachers not interesting andl 

friends all quit high school... | 
Teachers too slack in their work 
Teacher would not give me thef 

examination at the close ofj 

school j 

Trouble with principal I 

Trouble with teacher f 

I 
On account of curriculum 

Because I would not study Latin! 

Couldn't get the studies I wanted [ 

Couldn't get the studies I needed; 

Couldn't keep up with my class-| 
mates ,. | 

Could get no credit for my work] 
done in chemistry 

Didn't like some of my studies] 

Discouraged with my grades. , . 

Failed in geometry 

Failed in my studies 

Failed to pass and got discour- 
aged 

Finished all the four years' work 
but the foreign languages and 
didn't like them 



28 

3 

1 


1 
2 

1 


1 



l'.i 

1 
1 
1 



2.8 I 4 
3.8 | 16 

II 1 



2.6 
10.4 

.7 



6.6 



21 



.4 || 
1.8 || 8 
7.7 |1 28 

II 

36 



1 
1 






1 





13.7 



5.2 
18.2 



9.9 

1.1 

.4 


.4 

.7 
.4 







•Ml 

.4 

.4 
.4 



.4 

.7 
1.4 



7.1 

.4 
.4 
.4 



•4 | 
.4 I 



23.4 



.7 
.7 





.7 






2.8 










.7 
.7 






12 | 2.8 

27 | 6.3 

1 | .2 

1 

40 I 9.3 



1 
13 

50 

64 
3 

2 

1 

1 

2 
1 

1 
1 



23 

1 
1 
1 



.2 

3.0 

11.5 

14.7 

.7 

.5 
.2 

.2 
.5 

.2 

.2 

.2 



5.1 

.2 
.2 
.2 



| 



Tennessee County High Schools 



125 



TABLE LI (Continued) 



Boys 



Girls 



Total 



No. 



% 



No. 



% 



No. I % 



.4 
.4 


6.4 



Finished up all the four years' | 

work but mathematics I 1 | 

Pound languages too hard for| 

me | 1 J 

Have not quit for good, the agri-| | 

cultural course has closed... | 1 | 

I couldn't understand algebra.} j 
I found that my school worlq 
was not practical for businessj 

life | 1 | 

Overtaxed with studies | | 

Studies were of no benefit to me| 1 j 

They did not teach the course; | 

I wanted j 1 | 

Wanted to take domestic sciencej 
and prepare to teach and theyj 

wouldn't let me j j 

I 16 | 
Lack of interest, etc. 

Couldn't go regularly ] | 

Didn't like there j 1 | .4 

Dissatisfied | 1 j .4 

Doing no good ] 2 f .7 

Doing no good and had chance | 

to work , [ 1 j .4 

General principles I If .4 

Got behind j 1 ] .4 

Got out of heart and could not| j 

learn J 1 | .4 

Got tired of poor building [ | 

Got tired and at the time didj 

not think it was worth while| 1 I .4 

Got too large and lost interest| 1 I .4 
Had been so much I was tired | 

and worn out j j 

I did not have the sense or en-j 

ergy to study I If .4 

I was not learning anything. . . j 1 j .4 
Lacked means and determina-| 

tion j 1 j .4 

Lost interest j 1 | .4 

No good reason j | 

Not learning anything j 7 j 2.4 

Tired of going . . | 3 j 1.1 

Too long a term j 1 j .4 

Too trifling to go ] 1 | .4 

We were allowed too many privi-| 

leges to make good in schoolj j 

| 1 

I 26 I 9.8 



1 f . 

| 0' 

I 

1 I 



11 



6 4.4 



.7 
.7 

1.9 



0' 





7.5 



37 



1 | .2 

1 i .2 

1 .2 

1 j .2 

1 I .2 



1-1 


.2 


t 

1 1 


.2 


1 

| 22 


2.2 


| 1 


.2 


1 2 


.5 


I 4 


.9 


2 


.5 


I 1 


.2 


| 1 


.2 


1 


.2 


1 


.2 


i-i i 


.2 



.2 
.2 

.2 

.5 

.2 

1.6 

.9 
.2 
.2 

.2 



126 



Causes of Elimination in 



TABLE 


LI 


(Continued) 










| Boys || Girls 


II 


Total 




No. | % || No. | % 


|| 


No. | % 



To learn a trade 
To learn the trade of a — 

Blacksmith j 1 

Shoemaker j 1 

Bricklayer I 1 

Business man ! 1 

Druggist j 1 

Lumberman j 1 

Merchant | 3 

Printer j 2 

Soda dispenser j 1 

Laundiyman j 1 

Banker | 1 

Grocerman | 1 

I 

I 15 
Unclassified 

Did not want to be a teacher., j 1 

Just out for this year j 2 

To be R. F. D. carrier , 1 

To work in postoffice j 1 

Was appointed special agent of- 

the Census Bureau j 1 

Out temporarily 1 



.4 
.4 
.4 
.4 
.4 
.4 
1.1 
.7 
.4 
.4 
.4 
.4 



4.9 j| 



15 

1 

2 
1 
1 

1 
2 



3.1 

.2 
.5 
.2 
.2 

.2 
.5 



2.7 



1.8 



Tn reading the reasons the pupils give for leaving high school 
before graduation, as they arc stated in the above table, one is 
struck by the fact that nearly one-half of all the reasons the 
pupils give are of a nature over which the high school has no 
control, — illness 24 per cent; lack of finances 16.8 per cent; 
moved away 1 per cent: and distance from school 6.1 per cent. 
However, the other half quit school from choice rather than 
necessity. Evidently these boys and girls do not think of a 
high school education as a necessary preparation to "teach 
school." "to farm," "to clerk," or "to learn a trade." For 
some reason the high school has not made itself felt in the lives 
of these pupils who have left and gone to v\-ork so poorly pre- 
pared. 

The fact that one out of every eight who leave high school 
does so in order to go to some other school for special work 
whych the high school is not offering, should furnish food for 
thought for those who are responsible for the Tennessee high 



Tennessee Comity High Schools 127 

school course of study. It does not look fair for the pupils to 
have to leave high school and go to another school and pay tui- 
tion and board for work if it can be offered in their high school. 
Eixcerpts from: a few of the many letters received regarding this 
phase, of the high school work will set forth in a vivid way some 
of the reasons why pupils leave high school to go to some private 
school. 

"I left high school to finish the academic course^ "at the 
State Normal, since I knew I would be better prepared to 
teach." f 

"It takes four years to complete high school-land in one 
or two years, one can complete a commercial course in a 
business college and be at work with tv»o years saved. I 
mean the middle class. Of course the rich can go to school 
all their lives, but we poor farmer boT y s have to get out as 
quickly as we can." . .\ 

"I quit because there was no a&t teacher there and I 
wanted to continue mty art lessons w v ith my literary course, 
so I quit and entered this private/ school to continue my 
course where I have a splendid Readier. " 

"There was no music teacher 'there so I came where I 
could take voice along with my rather work." 

"I quit to go to a private military institute so I could 
take military training too." J 

"I quit the public high school and went to a private 
school because I could then have more attention: from teach- 
ers, and also had better tee.ehers. And again I could be 
with a better class of people/ 

In order to understand moi/e fully the pupils' point of view 
let us next consider in this connection table LII, which has to do 
with the conditions under w/hich the quitters say that they would 
return to high school, and ,^'able LIII, which approaches the prob- 
lem! of why pupils quit/iigh school from] mlany points of view 
since it is compiled fror^ the answers of the seniors, the gradu- 
ates, and the quitters/ concerning their older brothers and sis- 
ters who at one time/ attended! high school but left before gradu- 
ating. Let us turn now to the table showing the conditions 
under which the chitters say they would return to high school. 



128 



Causes of Elimination in 



TABLE LIT 

CONDITIONS UNDER WHICH QUITTERS WOULD GO BACK TO HIGH 

SCHOOL.* 

Boys 285 

Girls 155 

Total 440 



Boys 



No. 



<; 



Girls 



No. 



% 



Total 



No. | % 



Blank \ | 66 i 23.1 

; . I I 
Better htKilth in family 

If ruothfcM'_ had better health... | | 
Better health of pupils 

Better health . . | 6 | 2.1 

If I could climb the steps j | 

If I did not have to be confined! 

too closely to th& schoolroom; 1 | .4 

Stronger eyes X 2 | .7 

I 

Shorter distance, better roads, etc.| 

Better conveyance to school...! 

Better roads , I 

Have free transportatio in | 

Have school in the courUy | 

Live closer to school. . . .' j 

f 

Better financial conditions i 

Financial '. j 

If I could make my own Irving) 
while going to high school . . . ; 

f 
•• i 
Better school activities 

Have a band in school | 

Have better athletic opportuni- 
ties | 2 | .7 

Have a gymnasium and an ath-j 

letic coach { 1 j .4 

Have opportunity to try for 

basketball team | 1 i .4 

Have opportunity to try for base-! f 

ball team I 1 I .4 



56 I 36.4 II 122 I 28.1 



4 2.6 

8 | 5.2 

1 | .7 

I 

| 0' 

4 | 2.6 



9 
2 

i i 
1 1 

2 | 
9 I 



3.2 

.7 
.4 
.4 
.7 
3.2 



17 I 11.1 



15 I 5.5 
77 | 27.0 
10 I 3.5 



87 | 30.5 

I 
1 I .4 



".2.3 







Change of schools 

By going somewhere else to 

school ! 

Have good opportunity in some| 

other good school 1 [ .4 

If there were no better schools.' 1 | .4 

Prefer boarding school | j 

Prefer going to a preparatory! 

school I 3 1 1.1 






.7 

3.2 



6 | 3.9 

32 I 20.8 

5 I 3.2 



37 | 24.0 

I 

| 

o i 

I 

I 

j 

I 

I 



I 



1.8 



1.9 




.7 

1.9 



4.6 



14 
1 

1 
6 



26 

2 
1 
2 
2 
14 



21 

109 

15 



124 
1 
2 
1 
1 
1 



12 



3.2 

.2 



.2 
1.4 



6.0 

.5 
.2 
.5 
.5 
3.2 
T8 



25.1 

3.5 

~2~0 



.2 

.5 

.2 

.2 

.2 
T3 



.2 
.2 
.2 

1.4 



1.7 



*The data for this table were secured from the questionnaires 
filled by the quitters. 



Tennessee County High Schools 



129 



TABLE LTI (Continued) 



Boys 



No. 



% 



Girls 



Total 



No. 



% 



No. % 



Change of teachers 

Better principal | 

Get old teachers back I 

Get teachers that are all mar-| 

ried | 

Give us a principal that we| 

could get along Avith j 

Given a pass on geometry andj 

had ail new teachers j 

Have a faculty with the bloom | 

of youth with fewer years . . . . I 

Have better teachers | 

Have teachers that would see| 

that every pupil brought upj 

his work or know the reasonj 

why | 

If teachers would do me fair) 

about my grades | 

f 
Change of curriculum 

Have engineering courses j 

Have higher commercial course j 

If I could begin the study ofj 
law or some other profession! 

If I could get a diploma without] 
studying languages | 

If I could get higher work inj 
history and English j 

If I did not have to take foreign 
languages 

If I did not have to take Latin 
and algebra 

If they taught agriculture 

If there was a commercial 
course 

Let us pick our own subjects.. 

None, unless I wanted to prepare 
for teaching 

Only take the subjects I want to 

Study medicine 

Study music 

Study things practical to busi- 
ness life 

That they take my notes on 
chemistry | 

Under conditions that might help 
me learn railroad transporta- 
tion better 

When the polytechnic high 
school starts new and special 
courses 



1 i 
4 I 



11 | 

I 
1 I 
1 

i ! 
i I 

l | 

i 

i 

l | 

I 

5 I 

5 | 

1 I 
i 

1 I 
3 | 

1 I 

i 
I 

1 I 
I 

1 I 



.4 

.4 

.4 

.4 
1.4 

.4 
.4 



4.2 

.4 
.4 

.4 

.4 

.4 




1.8 

1.8 
.4 



1.1 
.4 



.4 
.4 



| 
I 



1.3 

0- 



.7 

1.3 







I 



26 



9.1 



4.0 



12 

1 
1 

1 

1 

1 

1 

1 
5 

7 
1 

1 
4 
1 

2 

1 

1 

1 

1 

"321 774 



2.5 

.2 

.2 

.2 
.2 
.2 

.2 

.2 
1.1 

1.6 

.2 

.2 
.9 

.2 

.5 

.2 
.2 



130 



Causes of Elimination hi 



TABLE LII (Continued) 



Boys 



Girls 



No. 



% 



No. I % 



Total 



No. I % 



Change of administrative plans 

Have better buildings j 1 

If grading system was the same| 

as that at the University ofj 

Tennessee | 1 

If I could go into the eleventhj 

grade j 1 

If I could graduate j 5 

If the high school was as welll 

equipped as a preparatory 

school is I 

Lighter rules j 1 

Not be forced into literary so-| 

cieties | 1 

Only have four hours a day....| 1 
Only take as many studies as II 

could do nicely i 

Principal give us the examina-j 

tions | 1 

Stricter discipline | 1 

Stricter rules in schoolroom. .. .j 
That those who do not have| 

money would be the same as| 

others who do j 1 

I 14 

Under no conditions | 26 

Unclassified | 

Better social conditions I 

Go regularly | 1 

If all the other boys of my age| 

went back ] 1 

If I could get in the habit ofj 

studying again | 1 

If I could get my mind on school] 1 

If my parents would let me cornel 2 
If the school had better moral| 

conditions | 

Married and can't I 1 

None — am going abroad 1 

Only in case that mamma and| 

papa made me | 

Too far behind now in my studies! 

Too old to go now | 3 

Will go back I 9 



A 



A 
1.8 



5.3 



9.1 






1.1 
3.2 



20 I 7.0 



| 



2.8 



1.9 



.7 
.7 

.7 
.7 


.7 

.7 

1.3 

5.8 



18 I 11.3 



18 
29 



1 
2 
3 

1 
2 
1 

1 
1 

5 
18 

38 



.2 
1.4 



.2 



4.1 
6.6 



.2 

.5 
.7 

.2 
.5 
.2 

.2 

.2 

1.2 

4.1 



Tennessee County High Schools 



131 



TABLE LIII 

COMPARISON OF THE PRINCIPALS' WITH THE QUITTERS' 
REASONS AS TO AVHY THEY LEFT HIGH SCHOOL, BEFORE 
GRADUATION.* 



Quitters 
(440) 




Blank 

To stay at home . . . 

To clerk 

To work 

To teach 

To farm 

Distance from school 

Moved away 

To go to other schools 

Finances 

Illness of parents 

Illness of pupils 

On account of teachers 
On account of curriculum 

Lost interest, etc 

Learn a trade 

Unclassified 



*This table was derived from tables L-LI. 

In table LI I if we combine the 6.6 per cent who say that they 
would return to high school under no conditions with the 28.1 
per cent who did not give any answer, we can pretty safely say 
that nearly 35 per cent of the quitters would not return to high 
school under any condition. 

Illness, lack of finances, and distance from school are three 
of the most important factors which function in this problem. 
All of these combined, however, will not nearly offset the one 
big factor of indifference w T hich will be discussed a little later. 
Bad roads, distance from school, and lack of finances argue 
strongly in favor of carrying the rural high school within reach 
of the students. A few excerpts from 1 a number of individual 
letters received from the quitters will express this situation 
better than any comment. The letters follow : 



' ' The reason that the miost of the country boys quit high 
school is because they are not started in time. Their fath- 
ers think that they should be 18 or 19 before they are old 
enough to attend school in town and board away from home. 



132 Causes of Elimination in 

By then the boy is ashamed to go in the classes with the 
smjall boys and girls who have always had a chance." (Boy.) 

"I live too far out in the country to go from home. I 
would have to board if I went. I quit school in December 
which was my first year in high school." (Girl.) 

"I quit because I walked at least four m'iles night and 
mjorning through the rain and snow the two years that I 
went. This year I thought that I would not expose myself 
that way." (Girl.) 

"It was seven or eight miles to school and several other 
boys and girls quit for the same reason when I did." (Boy.) 

However, leaving out of consideration for the time being these 
reasons over which the schools have little control, there is still 
a large group of quit lei's which give no valid reason for quitting. 

The one striking thing which characterizes the whole matter, 
when we look at it from the pupils ' point of view, is there alarm- 
ing indifference to the whole affair. There could be no better 
evidence than this to reveal the small part that the high school 
plays in the lives of its pupils. If those who left felt on leav- 
ing that they were doing so because they had not got the things 
they needed as a preparation for their life work, then the re- 
plies to this question would have been of a definite nature de- 
manding specific things. As it is, the indifference of sonue is 
so great that they refused to make any answer at all. What 
really happens, it seems, is that the pupils find themselves in 
high school with no definite reason as to why they came or what 
they are there for, and after a few months of supposed study of 
subjects which are as dry and meaningless to them/ as they are 
difficult of mastery, they find themselves saying; "What is the 
use of all this? What is the use of spending four years at this 
when one can get a job and. go to mlaliing money?" The nat- 
ural thing happens: the pupil leaves school unless pressure is 
brought to bear on him at home. In contemplating this condi- 
tion, one is almost prone to regard our American schools as H. 
G. Wells regards the English schools when he says of themj: 
"They are born of tradition and confused purposes, achieving 
by accident what they achieve at all." 

So far we have been discussing the pupils' and the principals' 



Tennessee County High Schools 133 

reasons for elimination separately. Let us now put them to- 
gether and see what relationship exists between the two points 
of view. Grouping all the reasons given for leaving high school 
under two headings we have : 

A. Those over which the B. Those over which the 
school has no control school has control 

Distance from, school To stay at home 

Moved away To clerk 

Lack of finances To work 

Illness of parents To teach 

Illness of pupils To farm 

; To go to other schools 

To learn a trade 
On account of the teachers 
On account of the 

curriculum 
Unclassified. 

In few instances do the pupils' and the principals' points 
of view agree. In group A above the principals place 23 per 
cent of the reasons while the pupils place there more than double 
that per cent (47.9). This means that the principals acknowl- 
edge that more than three-fourths (77 per cent) of those who 
leave high school before graduation do so from no necessity. 

Again, we can compare the two points of view by ranking in 
the order of their importance the five m'ost prominent reasons 
given by each group. The ranks are as follows: 

Principals' reasons Pupils' reasons 

1. Lost interest 1. Lack of finances 

2. To stay at home 2. Illness of pupils 

3. To work 3. To go to other schools 

4. Lack of finances 4. Illness of parents 

5. Moved away 5. Lost interest. 

In studying this comparison we are struck forcibly with the 
fact that there is a lack of mutual understanding between the 
pupils and the principals. What the principals consider as lack 
of interest in many cases proves to be a necessity in the minds of 
the pupils. Yet in many cases, no doubt, the slightest excuse 
at home is of sufficient import for the pupils to serve as a sub- 



134 Causes of Elimination in 

terfuge for quitting school. Their attitude toward school will 
usually determine the effectiveness of the barrier. 

"Whatever else we may say concerning the reasons given by 
the principals as well as by the pupils regarding elimination, it 
goes without saying that the enormous amount of indifference 
on both sides is the most striking feature of the whole situa- 
tion. This indifference on the part of the principals finds ex- 
pression in the fact that they are willing to go along from year 
to year in the same old way content with holding a few out of 
every 100 freshmen for a senior class. When their attention 
is called to the matter as it is in this questionnaire asking them 
to state the reasons therefor, they are content to pass the matter 
up by saying that the pupils "lost interest," and are willing in 
only 3.1 per cent of the cases to admit that the fault lies with 
the teaching force, the system of administration, or the course 
of study. 

The large per cent of pupils showing this indifference is the 
one thing that makes tins condition all the more alarming. The 
"Outlook" (May 19, 1906), in commenting upon the Massa- 
chusetts Report on technical education says, "The salient fea- 
tures of the commission's report are that the first 3'ears of em- 
ployment of those children who commence work at 14 or 15 
are often wasted years : that the children leave school because 
neither they nor their parents see any practical value in remain- 
ing there, but that a large majority of the parents could afford 
to keep their children in school a year or two longer, and would 
do so if they had an opportunity of securing a training which 
would make for industrial efficiency." 

This samr? thing might be said of these students for their in- 
difference as well as that of their fathers' is due to the same 
reason stated here, — they see no practical value in remaining 
there. Hence we find these schools, which surely are the peo- 
ple's schools, going on from year to year, making slight effort 
to help these students that need them most and must needs be 
reached if our civilization is to be lifted to a higher plane of effi- 
ciency. 

The writer thought perhaps it would be profitable to study 
this question from a slightly different angle, — that of older 



Tennessee County High Schools 



135 



brothers and sisters who left high school before graduation. In 
this table the information was secured from seniors, graduates, 
and quitters. Each individual in these three groups was asked 
why his older brother or sister left high school before gradua- 
tion. 

Let us now turn to this table and see if additional light may 
be had on the subject. 

TABLE L1V 

REASONS GIVEN WHY OLDER BROTHERS AND SISTERS LEFT HIGH 
SCHOOL BEFORE GRADUATION.* 

Boys 357 

Girls 200 



Total 557 



Boys 



No. 



Girls 



No. 



% 



Total 



No. I % 



Blank 
Death 



To stay at home 

Married 

Pressing duties at home. 
Taken out by parents 
To work at home 



To clerk 
To become manager of a branch 

store 

To clerk 

To become bookkeeper 



To work 

To accept a position. 
To work 



To teach 
To farm 



To enter government service 

Joined the army 

To become postmistress 

To take government position. . 



i 51 

| 


14.3 



1 51 


14.3 


1 

1 8 

1 ° 
i 1 

1 ° 


2.2 

.3 




1 9 


2.5 


| 1 
| 1 

i 1 


.3 

9 

.3 


1 s| 


.8 


1 

9 

| 78 


2.5 
21.8 


1 87 


24.4 


i 5 


1.4 


j 19 


5.3 


1 

1 1 


.3 



33 

2 



35 

26 
1 
1 
1 

29 



9 

16 





16.5 
1.0 



17.5 

13.0 
.5 
.5 
.5 



14.5 



.5 
4.0 



4.5 
8.0 






84 | 15.1 
2 I .4 



86 I 15.5 



38 



6.1 

.2 
.4 

:z 



6.8 



1 | .2 
1 I .2 
1 .2 



10 1.8 
86 I 15.5 



96 j 17.3 

21 | 3.8 

I 

19 I 3.4 



| 1 | .2 

II .5 i| 1 | .2 
| i| 1 | .2 



*The data for this table were secured from the questionnaires 
filled by seniors, graduates and quitters. 



136 



Causes of Elimination in 



TABOUE LIV (Continued) 



Boys 



Girls 



Total 



No. 



. 



No. 



% 



No. 



.6 
3.4 
2.0 

.3 

.3 
1.7 



.3 





8.4 

.3 



To go to other schools 

To enter 

Another school | 2 | 

Business college j 12 j 

College i 7 | 

Dental college j 1 | 

Medical college | 1 j 

Preparatory school j 6 1 

State normal j j 

School for nurses I j 

University | 1 | 

To secure better advantages inj 

Art | | 

Expression j I 

Music j j 

I 30 | 

I 

Distance from school | 1 | 

Moved away | 

Left town j 2 1 .6 

Migrated westward j II .3 

To travel | 1 j .3 

Wanted to go away | j 

I 1" 

i * I 
Financial reasons 

Financial reasons j 21 j 

Had no chance j 3 | 

Had to help support the familyj 2 j 

To have spending money | 1 J 

To make money j 1 j 

Poor opportunity j j 

Wanted to go to work j 6 [ 

Wanted to make money j 2 | 

I 1- 

I 36 I 
Sickness of parents 

Death of mother | | 

Death of father | 3 | 

Sickness of parents j 3 j 

! 6 i 

Sickness of pupils 

111 health j 13 | 

Nervousness | | 

On account of eyes j 3 ] 

Throat trouble j | 

Went west for health ! II 



11 

li 

[1 


2 


1.0 


Ji 


4 


2.0 




3 


1.5 


II 








II 








II 


2 


1.0 


; 


3 


1.5 


II 


3 


1.5 


II 








li 
II 
l| 


1 

1 


.5 
.5 


tl 


2 


1.0 


1 
|| 


21 


10.5 


il 

ii 


3 


1.5 









10.1 


.8 
.8 

1.7 

3.6 


.8 




l.i |! 

5.9 II 

9 11 

•6-1 

.3 |l 

.3 || 

» II 

1.7 || 

.6 I 



17 



7.6 



4.5 






.5 
.5 
.5 





12 6.0 

4 | 2.0 

I 

1 .5 

5 | 2.5 

31 15.5 

1 j .5 

8 1 4.0 

1 | .5 



41 I 20.5 



4 | 
16 | 
10 | 

1 I 
1 I 
8 | 

3 I 
'3 j 

1 I 
I 

1 i 

1 I 
J_\ 

51 I 



30 
3 
2 
1 
2 
1 
7 
2 

48 

4 
3 
4 

11 

44 

1 

11 

1 
1 

58 



Tennessee County High Schools 



137 



TABLE LIV (Continued) 



Boys 



No. 



% 



1.1 



On account of the teachers 

Dislike for -part of the f acuity.. | 1 

Thought teacher unfair | 1 

Unpleasantness with the teacher] 1 
Teacher would not teach him.| 
because he had been to a pri-} 
vate school | l 

I 

On account of curriculum 

Did not like the course | 1 

Failed in mathematics 

Failed on final examination 
Had to spend too much time on 

studies she would never need 
It was not a good school. . . 

On account of Latin 

School was not thorough 

enough 



i 1 


1 
.3 


l| 

1 ° 

i 1 




.3 


1 

i 1 


.3 


! 4 


1.1 


1 1 


.3 



Girls 



Total 



No. I % 



II .5 |l 2 j 

1 .5 | 2 1 

10 I 1 



Lost interest, etc. 

Became dissatisfied as all boysj 

do 

Because she chose to | C 

Didn't have the grit to stick... | 1 j .3 

Didn't like it | 9 [ 2.6 

Did not realize the necessity..! 4 j 1.1 

Discouraged l l 

Dissatisfied | 6 

Got tired and decided that he| 

was not learning anything... | 1 

Hated school _ j l 

Indifference j i 

Lack of interest [ 22 

No desire to continue j 

No good reason . . | 

Not learning anything j 1 

On his own accord | 1 

Reason of his own I l 

Said it was no good l l 

Thought he was smart j l 

Tired of school ] 9 

Too lazy to work I j 

Wanted to quit | 8 

Wasn't doing any good j 1 j 

Would not study | 1 | 

1 71 \ 19.9 




1 I 



21 I 10.5 



1 
1 
1 

26 
3 
1 
1 
1 
1 
1 
1 

13 
1 

11 
1 
1 

92 



1.1 

.2 
.2 
.4 



t 

j 1 


.2 


1 


.2 


1 


.2 


1 


.2 


8 


1.4 


1 


.2 


1 | 


.2 


1 


.2 


12 


2.2 


5 1 


.9 


1 


.2 



1.1 

.2 
.2 
.2 

4.7 
.5 
.2 
.2 
.2 
.2 
.2 
.2 

2.3 
.2 

2. 
.2 
.2 

16.6 



TABLE LIV (Continued) 



Boys Girls 


Total 


| 


No. | % | 


No. | 


% 


| No. | % 


Unclassified 

Got interested in newspaper 


1 
2 .6 I 


1 





o 1 
° 1 







o 


1 1 

2 | .4 


Joined the railroad service....] 
To learn a trade | 


1 
2 
2 
1 


.3 | 
.6 | 
.6 | 
.3 | 


| 1 | .2 
2 | .4 

| 2 | .4 
1 | .2 


1 I I 
1 8 1 2.2 | 


»! 


° 


1 8 | 1.6 



The conclusions drawn from this table not only substantiate 
the preceding conclusions of this chapter but intensify them 
greatly. That is to say, if the percentages showing the reasons 
over which the school has control, to work, to stay at home, to 
teach, to farm, dislike for teachers, dislike for program of stud- 
ies, lost interest, etc., are added together they will represent over 
three-fourths of all the answers considered. 

Since the answers of the graduates and seniors, as to why pu- 
pils leave high school before graduation, coincide with those of 
the quitters themlselves, they corroborate the case made out 
against the principals as to the gross inefficiency of the high 
schools. This inefficiency, as is evident from the tables repre- 
senting the points of view of the graduates and seniors as well 
as the quitters, consists chiefly in the fact that the high schools 
fail to grip the pupils. T'hey are not a vital, positive, compel- 
ling influence in the lives of the pupils, and hence they leave to 
find miore satisfying surroundings. Let us now turn to the next 
chapter in which we have asked the pupils to value their high 
school education and see if the responses there bear out the con- 
elusions reached so far in this investigation. 



138 



CHAPTER X 

PUPILS ESTIMATE OF THE VALUE OF HIGH SCHOOL 

EDUCATION. 

The purpose of asking the graduates and quitters to express 
themselves regarding the value of a high school education was 
twofold : From! the graduate we get the reaction of the finished 
product of the high school, while fromi the quitter we get the 
reaction of one who is at the other end of the line, having drop- 
ped out of high school for one reason or another. In each in- 
stance we get a sidelight from! the pupils, themselves on the func- 
tioning of the high school. The graduate having been out of 
high school a year is in a position to say definitely if the high 
school is functioning in bis life, and the quitter should be able 
to say definitely what he thinks he is missing. In either in- 
stance, if the high school is a positive, vital force in the lives of 
its students the answers to this question should reveal it as such. 

For comparative purposes both groups of students, were re- 
quired in the first part of the question to confine their answers 
within a fixed form, Opportunity was given, however, for free 
expression in the rest of the question. Table LV gives the com- 
parative results obtained from the two groups of students as 
to the value of a high school education. Table LVI gives the 
ways in which the graduates feel they are better off than those 
who never went to high school. 



139 



140 



Pupils Estimate of the 



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r Work Hours 
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Class of Work 
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Social Standing 
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Prospects 
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Chances of Promoti 
Chances of Promot 






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Value of High School Education 



141 



TABLE LVI 

WAYS THAT THE GRADUATES ARE BETTER OFF THAN ONE WHO 
NEVER WENT TO HIGH SCHOOL.* 



Boys 166 

Girls 222 

Total 388 

I Boys 

__ 1 No. 1 % 

Blank | 8 | 4.8 

None I II .6 



Girls 



No. 



% 



Total 



No. I % 



101 




Mentally I 

Advanced in reasoning power..) 

Better judge of human nature. | 

Better off from a cultural stand- 
point 

Better off spiritually 

Can have deeper thoughts and 
study deeper things 

Firm foundation for either book 
or practical work 

Grasp a new subject quicker. . . 

Greater mental development. . . 

Greater personal resources 

Have a broader mind 

My mind has been strengthened 
and improved 

Stronger character 

Understand an intelligent lec- 
ture 

More independent in my thinking 



I 



.6 

.6 

7.8 

.6 

.6 

.6 
1.2 






22 I 13.2 



Better prepared academically j 
Gave me the desire to go to the] 

university j 4 ] 2.4 

Got better standing at college.. | j 

Prepared to go to the university! 5 | .3 

Took business course quicker. . 1 j .6 



10 



6.0 



Better prepared for teaching 
Capable of training children... j 
Enabled me to teach to get the| 
money to go to China as aj 

missionary j 

Prepared to teach I 



I 



! 



0' 



11 





16 



10 
1 



45.5 




9 | 5.4 || 101 [ 45.5 



.9 
.5 

3.1 





4.5 

.5 



.5 
2.7 



3.7 



109 
1 



110 



i 

1 

24 

1 

1 

1 

2 

1 
1 



38 



6 

1 

12 

1 



20 
1 



28.3 
.3 



28.6 

.3 
.3 

.3 
.3 

.3 

.3 
.3 
6.2 
.3 
.3 

.3 
.6 

.3 
.3 



10.3 



1.5 
.3 

3.1 
.3 



5.2 
.2 



.3 
1.6 



2.1 



*The data for this table were secured from the questionnaires 
filled by the graduates. 



142 



Pupils Estimate of the 



TABLE LVI (Continued) 



Boys 



Girls 



Total 



No. 



% 



No. 



% 



No. I % 



Better social standing 

Am more respected | 

Better companion for myself and 

others ' 

Better social standing 

Can talk with people without 

embarrassment 

Capable of entering society , 

Increased number of friends andj 

acquaintances there I 



[ -6 II 



1 







1 2 


1.2 








! o 





i 

3 


1.8 


i 6 


3.6 


1 

1 


.6 


o 











1 


.6 


1 2 


1.2 


i 1 


.6 



Better prepared for a successfu 
career in life 
Am a business man instead of aj 

clod-hopper I 

At least support myself 

Better chances of success 

Better conversationalist 

Better off for any position 

Better political pull in landing 

a good job 

Better prepared to cope with the! 

problems of home and social! 

life i 1 

Can do higher class of work...| 2 
Can help my parents more andj 

better f 

Can keep house better I 

Can make more money | 1 

Can do more efficient work | 

Enabled me to hear the great| 

call for trained men I 1 

Get better position more easilyj 3 j 
Got promotion over two men| | 

who had not been to high| 

school | 1 j 

Have shorter work hours | I j 

If my husband should die Ij 

could secure a position for my-j 

self | | 

Know business world better.... I | 

Learn business easier ( J 

Look on cooking now as a| 

pleasure j J 

Made me a better farmer 1 j 

Many advantages over an un-| 

educated man | 5 | 

More capable of taking care of 

the house and helping mother! j 

More influence j | 

My own boss I 1 | 



.6 

1.2 



.6 
1.8 











3.0 






2.5 





.5 
1.0 
3.6 

.5 



1 


.5 |l 


1 


.5 J 








1 


.5 








1 


.5 













1 


1 


.5 


1 


.5 


1 


.5 


1 


.5 








3 


1.3 


2 


.9 1 


2 


.9 | 





o 1 



11 



Value of High School Education 



143 



TABiLE LVI (Continued) 



Boys 



Girls 



Total 



No. 



% 



No. 



% 



No. 



Prepared better for the legal| 

profession | 1 .6 

Better salary j 6 J 3.6 



29 I 16.8 



Broader appreciation of life 
Appreciate my surroundings 

more [ 

Better citizen j 

Better fitted for higher living] 

Better morally j 

Better physically | 

Better qualified for a happier] 

and more useful life | 

Better utilizer of time | 

Broader outlook for a life of| 

usefulness and service 

Broader view of life 

Can better appreciate the learn- 
ing of past generations 

Can enjoy life better by reading 

and thinking 

Enjoy 

Art 

Cultured people 

Good pictures 

Leisure moments 

Life better 

Literature 

Music j 

Nature | 

Fuller appreciation of my fel-j 

low men j 

Get more joy out of life | 

Get more out of life | 

Great pleasure to be educated! 

Greater self-respect | 

Have higher ideals | 

Higher conception of life I 

Know people better • • • • | 

Learned to like good books .... I 



Life is richer 

Life means much more to me . . j 

Little higher up in life | 

Made life worth while j 

More ambition [ 

More contented with life | 

More inspiration j 

More service to humanity j 

Real satisfaction | 

Realize better my duty as a| 
citizen 1 



1 i 

1 I 

2 I 
6 j 

6 ! 

I 

1 I 



.6 

.6 

1.2 

3.6 

3.6 





i 
9 j 5.4 



.6 

1.2 



.6 
1.2 
1.2 
3.0 
1.8 




.6 [ 
1.2 | 

.6 I 
1.2 
1.8 
1.8 j 


.6 

.6 

.6 

.6 


2.4 


.6 
2.4 

.6 

1.2 



28 I 14.3 



| 

i 

1 I 

I i 

I I 

ll 

i 

I 

1 j 
11 I 

i 
1 I 

I 

j 

I 

1 I 

o I 
I 

i 

5 I 

1 | 

2 | 

1 I 

1 | 
1 

I 

j 

1 1 

2 j 

1 j 
j 

o i 



I 

3 j 

1 | 
1 | 

1 I 

o i 

0- I 



.5 

.5 [j 
.5 | 



.5 
4.9 






.5 







2.2 
.5 
.9 

.5 
.5 
.5 




.5 
.9 
.5 







1 

1.3 
.5 
.5 
.5 







57 



1 
1 
3 

7 
7 

1 
1 

1 

20 

1 

1 

2 
1 
1 
2 
2 
10 
4 
2 

1 
2 
3 
1 
2 
4 
5 
1 
1 
1 
1 
1 
3 
5 
1 
2 
4 
1 



I 



144 



Pupils Estimate of the 



TABLE LVI (Continued) 



Boys 



Girls 



No. 



No. 



% 



Total 



No. I % 



Responsibility can be better metj 1 

Satisfaction that comes from) 
knowing that I have had the, 
work | 

The pleasure of noticing things| 
that would otherwise have[ 
passed unnoticed | 1 

Self-confidence increased j 5 



77 
Unclassified 

Better able to approach man; 

higher up and express myself] 2 
Better equipped in all ways... 6 

Broader interests | 1 

Can see how ignorant I am and 

it gives me determination to! 

go on J 

Have received practice and| 

training in public speaking..! 1 
It has taught me to maintain j 

any opinion that I may have| 

with readiness and good tastej 
More sympathy for the human] 

family I 

The match has been lighted andj 

I believe the fire will con-| 

tinue to burn | 1 

They asked my advice in a bigj 

deal | 1 

Those who did not go to the high] 

school come to me for help.. 1 



13 



.6 
3.0 



47.6 







1.2 || 10 
3.6 I 5 j 2.2 

.6 1 II .5 



4 I 1.8 

i 
| 



1 I • 

II I 

.6 || | 
.6 1 | 

.6 II 0|0 



7.8 II 12 



5.5 



42 | 19.6 || 119 



2 
11 

2 



25 



.3 

1.6 



32.5 



.5 

2.9 

.5 



1.0 
.3 

.3 
.3 

.3 
.3 
.3 



6.7 



It is evident at first glance that the graduate girls, as shown 
in table LV, are not very sure in just what ways they are better 
off, as result of their high school education, than one who neven 
went to high school. Fully one-half of their answers in table 
LV are in the "blank'' column, and 45.5 per cent of them, in 
table LVI, are also there. 

Aigain those graduate girls who did answer, for the miost part, 
responded in the m'ost general terms. There is nothing definite 
or specific about their answers. The catch phrases of "better 
prepared mentally." "better prepared academically," "better 
social standing" and "broader appreciation of life" enrbraee 



Value of High School Education 145 

the greater part of their answers. Even the group entitled, 
"better prepared for a successful career in life," when consid- 
ered closely, reveal very little that is definite. 

The general, indefinite, and evasive type of answers given, to- 
gether with the fact that practically one-half gave no answer 
of any nature at all, indicates very conclusively that the gradu- 
ate girls do not consider their high school education of any 
special use to them except in a cultural or aesthetic way. If we 
were to classify their answers according to the purposes of a high 
school education as stated in the Cardinal Principles of Second- 
ary Education,* they would fall almost entirely under the head- 
ing, "leisure time." 

What has been said about the general and indefinite type of 
answers given by the girls as to the value of a high school edu- 
cation, will apply nearly as well to the boys. In table LVi from 
•one-fourth to one-half of the boys' answers are in the "no" or 
"blank" column, which indicates that, with a large per cent, at 
least, high school education is not very dynamic. 

Although there are only 5.4 per cent of the boys' answers in 
the ' ' blank ' ' column in table LVJ, yet this table too gives strong 
proof of the indefiniteness of the ideas of the graduate boys re- 
garding the value of their high school education. For example, 
13.2 per cent say they are better off mentally, 6 per cent say 
they are better off academically, and 3.6 per cent say they have 
better social standing. This position is further strengthened 
by the fact that 47.6 per cent of the boys state the value of their 
high school education by saying they have a "broader apprecia- 
tion of life." 

It is gratifying to note, however, that about one-sixth of the 
boys see in their high school education a "better preparation 
for a successful career in life." These recognize in their high 
school education not "mental training," "academ'ic training," 
or "broader appreciation of life," but ability to do "more effi- 
cient work, " "to get a better salary, " "to make mlore money, ' ' 
"to succeed better in a business way," "to be a, better farmer," 
etc. These few seem to have sensed the idea that the high school 
is a place to prepare for the practical duties of life as well as for 



*Bulletin 1918, number 35, U. S. Bureau of Education. 



146 



Pupils Estimate of the 



college entrance. But, alas, how few they are (16.8 per cent of 
the graduate boys and 14.3 per cent of the graduate girls). 
The rest of them give reasons as indefinite as their education 
is general. 

Let us now look at the problem from the viewpoint of the 
quitters. After they were asked to say if they were getting a 
lower salary, were working longer hours, etc., by not being a 
high school graduate, they were asked to state at length what 
ways they were "worse off" and what ways they were "better 
off" than if they had graduated. In table LV we saw what they 
said about salary, work hours, etc.. now let us, in tables LVII 
and LVII I, see what they say about being better or worse off 
by not graduating. 

TABLE LVII 

WAYS THAT THE QUITTERS ARE BETTER OFF THAN IF THEY HAD 
GRADUATED FROM HIGH SCHOOL.* 

Boys 285 

Girls 155 



Total 440 



i Boys 



No. 



% 



Girls 



No. 



% 



Total 



No. I % 



Blank 

No better off. 



125 
115 



Physically better off 

Have better health | 

I'm in good physical condition j 
to do anything that comes| 

along and they are not j 

Might have gone blind I 

Saved my eyes | 



Financially better off 

Financially 

Easier on father and mother. . . . | 
I have helped support the family| 

I'm making better salary | 

I'm a help instead of a burden to| 

my family | 

I have a good position and a 

bank account [ 

I'm making money sooner j 



44.1 
39.9 

1.4 



2.2 

3.1 
.4 

.7 
.4 



.4 
.4 



82 
55 



52.6 
36.4 

2.0 




1.3 





3.3 

.7 
.7 







207 
170 



11 

10 

2 
2 
1 



47.6 
39.0 

1.6 



2.4 

2.3 

.4 
.4 
.2 

.2 

.2 

.2 



*The data for this table wer^ 
filled by the quitters. 



secured from the questionnaires 



Value of High School Education 



147 



TABLE LVII (Continued) 



Boys 



No. 



% 



Girls 



Total 



No. I % II No. I % 




i o 



•4 




More comforts in our home than| 
if I had spent the money for 

schooling [ 1 | .4 

Not in debt as I would have| 
been had I gone on to school| 

and graduated | | 

Saved books and board I 1 j .4 

Saved hiring a hand on the farm| 1 j .4 
Self-supporting, otherwise worse] 
off | 1 1 .4 

I 19 | 7.0' 
Getting desired training sooner inf 
life 

Can devote full time to my| 
music | 

Got diploma in music | 

Got in Webb's school sooner| 
where I should have been all| 
the time | 1 

Got through a school of phar-| 
macy two years sooner by| 
stopping | 1 

Got to go to college | 

Have a business course com.-| 
pleted elsewhere j 

Having gone on to a business| 
college I am ready to take aj 
good position j 1 

I would not be seven months| 
nearer through training for| 
nursing | 

One year better in a preparatory] 
school | 1 

"Will be better fitted for college| 
from this private school when] 
I have graduated , . | 

1 4 
Getting value of real life expe-| 
rience 

Chance to learn more about] 

printing | 1 .4 j 

Developing by experience in-| 
stead of depending on a di-j 

ploma | 1 | .4 j 

Good carpenter as it is | 1 j .4 j 

Had a touch of real life and| | 

found that a man needed an] j 

education to do well | 1 | .4 1 

Have a practical business edu-| | f 

cation I 1 i .4 1 



2.8 







I 



4.2 



23 



10 



148 



Pupils Estimate of tin 



TAjBLE LVII (Continued) 



Total 




I would not be started as a com- 
mission merchant 

Know more about farming 

Learned ups and downs of life 

while out \ 1 | 



Unclassified 

Better chances of promotion. . . 

By receiving this good job as 
manager of a branch store. . . 

Got a position sooner 

Had I associated with the teach- 
ers and pupils I would have 
had a hateful disposition 

Have more leisure time as it is 

I'm a happy housekeeper as it is 

I would have practically lost my 
time on something absolutely 
worthless 

I might have had a cleaner job 
but I guess I draw down as 
much pay as the fellow who 
graduated 

Rather be carriage maker and 
have the money 

Would have missed this position 
I got 



Value of High School Education 



149 



TABLE LVIII 

WAYS THAT THE QUITTERS ARE WORSE OFF THAN IF THEY HAD 
GRADUATED FROM HIGH SCHOOL.* 

Boys 285 

Girls 155 



Total 440 



Boys 



Girls 



{ No. 



% 



No. 



% 



Total 



No. I % 



Blank j 180 

No worse off 
I find some educated at work| 

on the road I 1 

"None" | 45 

None, if 1 continue to farm.... 1 
None, judging from the good| 

that I have seen it do others, .j 1 
No worse off than the fellow] 

who has had foreign languages | 1 



63.0 II 104- | 67.7 



284 | 65.3 



Limited in wage earning 
Hard to get better salary. 



Limited in preparation for life-j 
work 
Ambitions of life are not realized j 
Don't know as much about farm-j 

ing ! 

Not prepared for what I want] 

to make my life-work j 

Not prepared to meet the re-] 
quirments of our nation | 



Limited in variety and grade of] 
occupation 

Can't be independent of the help] 

of others j 

Can't do scientific work 

Can't do my work as well j 

Can't get a job as quickly. ..... | 

Can't work for myself | 

Have to work harder j 

Have to work to pay board j 

Not qualified to do any kind ofj 

business | 

Can't get as good a position. 
Can't get as good a recommenda-| 

tion | 

Can't get a clerkship in off ice.. | 
Can't vie with old classmates. . I 



.4 

15.8 
.4 



49 I 17.4 
5 I 1.8 

V 
i 


1 

1 .4 

i 

.4 

1.2 




1 

1 

2 
1 

o i 



II ° 
II 19 

|[ 



12.3 

o 


II 





II ° 





II 19 


12.3 


1 ° 

ii 


C 


i 


.7 


1 o 





1 ° 













2.5 



| 

1 I 
1 




64 
1 



68 
5 

1 
1 
1 
1 



14.7 

.2 

.2 
.2 



15.5 
1.1 

.2 
.2 

.2 
.2 



.2 
.2 
.4 
.4 
.2 
.6 
.1 

.5 
2.2 

.2 
.2 
.2 



*The data for this table were secured from the questionnaires 
filled by the quitters. 



150 



Pupils Estimate of the 
TABLE LV-III (Continued) 



Boys 



Girls 



Total 



No. 



% 



No. 



% 



No. I % 



Could not get as high class ofj 
work if I had to earn my living| 

Not having the education tO| 
take a job if it should turn upj 

You don't get as good view ofj 
the world and how it is car-j 
ried on I 



| 

I 

1 .4 

1 | .4 



16 



Limited in mental training 

Am not well developed in brain-j 

thinking I 1 

Can't have a degree j 1 

Can't speak English correctly] 

and need more arithmetic...! 1 

Have no diploma | 2 

I cannot tell anything as I would j 

like or handle business as Ij 

should be able to j 1 

Just not got as good education. 5 



6.1 



Limited in teaching profession 

Can't teach | j 

Harder to get a job of teachingj j 
I can't teach anything but ele-| 
mentary school. If I hadj 
graduated I could teach in thei 
high school j j 

j 10 
Limited in academic training 

Behind in my studies I 1 j .4 

Can't go to the university | 7 j 2.5 

Can't take a business course be-| 
cause I do not know math-j 
metics and English | 1 J .4 

I could have gone to a dental) 
college j 1 j .4 

I feel that my flow of English j 
is not what it would have| 
been had I finished high| 
school | 1 j .4 

I might have gone through col-j 
lege as it is I will have to| 
farm 2 j .8 

Penmanship and English would} 

have been better j 1 j .4 

Spelling and English would have| 
been better I II .4 



15 1 5.6 



•4 | 

•4 i 



.4 
1.8 



12 

1 

2 



8.2 

.7 
1.3 



2.7 

.7 
1.9 



3.3 




2.0 



28 



2 
10 



2 
1 

2 
20 



Value of High School Education 



151 



TABLE LVIII (Continued) 



Boys 



Girls 



No. 



% 



No. 



% 



Total 



No. I % 



Lack of mental culture keeps 
me handicapped as I want to 
take a business course 

Less knowledge and narrower] 
views 

"Mentally" 

Not the scholar I should like to 
be 

Unclassified 

Can't be great 

Get less pleasure out of life... 

In many ways 

Often accused of failure....... 

Reputation for not sticking. . . . 

Wouldn't have present position 



14 | 

I 
| 

i 

l\ 

1 I 



.A » 



5.3 





1 
.4 
.4 
.4 



1.2 




1.3 



I 



4.1 

.7 
.7 

1.4 









2.8 



20 

1 
1 
2 
1 
1 
1 



.2 



4.4 



1.4 



In considering the value of a high school education fromi the 
viewpoint of the quitters, attention is called to three things: 
First, that practically one-half of all the quitters in table LV 
are in the "blank" column, and practically two-thirds: of them 
in the sarnie table are in either the "no" or "blank" column, 
mteaning that they are no better off; second, that 47.6 per cent 
of the quitters in table LVII are in the "blank" column, and 
39 per cent state that they are no better off; third, that 65.3 
per cent of the quitters, in tables LVIII are in the "blank" 
column and 15.5 per cent state that they are no worse off. In 
other words 86.6 per cent of the quitters practically say that 
they are no better off than those who graduated; and 80.8 per 
cent of them, say that they are no worse off. What, stronger 
evidence of indifference on the part of the quitters can be found 
than this, or what better proof can be had to substantiate the 
fact that the high school isi not a live, A r ital, dynamic force in the 
lives of those who leave before graduation? What really hap- 
pens, it seems, is that the large majority of those who enter high 
school leave after a time for one reason or another, usually from, 
choice rather than necessity, without, being able to say definitely 
whether they are better or worse off by not graduating. 



Of the 19.2 per cent who do state definitely that they are 
worse off, about one-half (9 per cent) of them: state their limi- 
tations in academic terms. By not graduating from high school 
they see that they are not "mentally trained" and can not have 
a college career. If we look for answers showing their limita- 
tions from: a practical point of view as "financially/' "prepara- 
tion for life-work," "variety and grade of occupation," etc., 
etc., Ave find a negligible quantity. Evidently tiie high school 
did not appeal to them very m'uch if only about 10 per cent of 
all those who quit feel that they are limited in their prepara- 
tion for their life-work, or in the variety and grade of their 
occupations. 

However, 13.4 per cent of these quitters gave some very defi- 
nite reasons why they think that they "are better off" by not 
graduating from high school. A glance at table LVTI will make 
plain this fact. In it they say that they are better "physically" 
and "financially" and that they are "getting desired training 
sooner in life" and te getting the value of real life experiences." 
This shows that a few, at least, left high school for some veiy 
definite reasons and have some very definite ideas as to the func- 
tioning of a high school education. 

In concluding this chapter, the writer wishes to call atten- 
tion to two things; namely, the general indefinite, and vague 
character of the graduates' answers as to the value of a high 
school education, and the striking indifference which, charac- 
terizes the answers and attitude of the quitters. The atmos- 
phere which surrounds the graduates' answers is indicative of 
the classical and traditional spirit which dominates the high 
schools from which they come, while the enormous amount of in- 
difference on the part of the quitters indicates clearly that these 
same high schools failed entirely to grip them while they were 
still students. As these two conditions already have been dis- 
cussed, they need no further comment. 



152 



CHAPTER XI 

CONCLUSIONS AND RECOMMENDATIONS 

Sdnce each chapter of this dissertation is concluded with a 
definite summary of the findings therein, it is not deemed ne- 
cessary to end the discussion with a general sumlm'ary. A few 
broad conclusions stated here will lay the basis for the recom- 
mendations which follow. 

1. It is evident that the high schools are organized on the 
wrong basis. As has been said repeatedly in this treat- 
ise, the basal occupations of a community should be 
the determining element in the organization of its high 
school course of study. In this instance, agriculture 
for the boys and home-making for the girls are the two 
predominating vocations; whereas the classical and 
traditional elements in the high school program of 
studies eclipse those of a vocational and scientific na- 
ture. 

2. As a result of the condition pointed out in the r.bove, 
these high schools are preparing their pupils for one 
calling, while in fact they are entering others. For ex- 
ample, the chief emphasis is falling on the classical fnd 
traditional courses which prepare primarily for col- 
lege entrance and pave the way for professional ca- 
reers, although only about 5 per cent of the students 
will ever enter the professions. 

3. The very fact that the few who do. graduate value their 
high school education in term|s of college entrance ex- 
plains why the great groups that drop out of high school 
to enter the industrial, commercial, or agricultural 
fields, place so little value on high school education. 

4. 'The training given in the high schools is considered 
primarily as a means to an end, or preparation for 
college entrance, with little thought of being an end in 
itself such as training for immediate vocations. This 
forces students who plan non-college careers to seek 
special schools for training which they should receive 
from; the high school. 

5. Heavy elimination is but proof of the fact that these 
high schools are playing a very small part in the lives 
of their pupils. 

153 



154 Conclusions and 

6. The lack of co-ordination between the training given 
and occupations followed by the students together' 
with the lack of intelligence displayed in the evalua- 
tion of the various subjects in the program of studies 
evidences the great need of vocational guidance or ed- 
ucational guidance in these schools. 

7. There is a decided need for teacher-training as a part 
of the educational program cf these high schools. 

The line of argument made all through this study plainly 
shows that the only logical conclusion calls for a thorough reor- 
ganization of the program of studies. Instead of the program 
of studies being overwhelmingly classical and traditional, it 
needs to be re-evaluated in term's of the occupations of the state 
and re-directed along modern lines in order that the classical 
and traditional subject-, inlay form but one of the curriculums 
which should compose the general program] of studies. This 
shifting of the basis of the program of studies would necessi- 
tate not only a change in the quantity and kind of subject mat- 
ter offered but also a shifting of the emphasis placed on the 
subject matter. The present regime which stresses primarily 
college preparatory work will have to give way to a broader 
and more comprehensive program which has for its objectives 
those outlined in the bulletin entitled Cardinal Principles of 
Secondary Education* by the N. E. A. Committee on the Reor- 
ganization of Secondary Education. 

The size of these schools together with the variety of occu- 
pjations followed by the people of the community necessitates 
the perpetuation of the general high school. But the general 
high school will vary according to the occupations of the people 
who support, it. Accordingly, it shall be the purpose of these 
last few pages to offer some recommendations as to the re-or- 
ganization of the program of studies for these first-class county 
high schools of Tennessee. 

Before setting down the specific recommendations let us re- 
call that homje-making, commercial work and nursing are the 
only three occupations which claim as many as 2 per cent of any 



♦Bulletin, 1918, number 35, U. S. Bureau of Education. The objectives 
named in this bulletin are: Health; command of fundamental processes; 
worthy home membership; vocation; citizenship; worthy use • of leisure 
time; ethical character. 



Recommendations 155 

of the groups of girls studied ; that only about 5 per cent of all 
the boys who enter these high schools will ever enter the pro- 
fessions; that farming will be the chief occupation of the 95 
per cent of the boys who enter non-professional careers; and 
that the occupations of next importance to farming will be man- 
ufacturing and trade, clerking, artisan, teaching, and transpor- 
tation. In order to build a course of study for the general high 
school that will meet the needs of a people whose basal occupa- 
tions are those mentioned above, the following recommendations 
are suggested : 

1. In the first place the emphasis in the program of 
studies should be shifted from the classical and tradi- 
tional to the scientific and vocational point of view. 

2. The amount of formal mathematics should be decreased 
and the amount of practical arithmetic increased. 

3. Foreign language is over-emphasized. The amount of 
Latin should be reduced in favor of the modern lan- 
guages. 

4. The content of the social science group should be 
changed so that there would be more work done in civics 
and American history and less in ancient and medieval 
history. In fact, just the reverse of the ordinary proced- 
ure in our high schools would be much better. Instead 
of starting our large freshman and sophomore classes, 
the majority of whom will never become juniors even, 
on ancient and medieval history we should have them, 
spend their time and energies on civics, American his- 
tory, and history of modern Europe, retaining for the 
few who are fortunate enough to reach the junior and 
senior years the task of working the less productive 
fields of ancient and medieval history. In other words, 
we need to reverse the present machinery which we 
have geared up for history so that we can make the 
most of our opportunity for teaching citizenship in the 
high school. 

5. The practical arts work should also be greatly in- 
creased. It seems a parody on education for each se- 
nior girl to graduate with 1.3 units of home economics 
and 2.6 units of social science ; 2.9 units of foreign lan- 
guages; and 3.4 units of formal mathematics. The 
value the school authorities place on home economics 
work is still better understood when we realize that 



156 Conclusions and 

each senior girl goes out with 1.3 units of home econo- 
mies work and 1 .5 units of algebra. This is true despite 
the fact that over three-fourths of these girls in these 
high schools remain in the home and over one-half of 
them never get beyond the sophomore year of the high 
school. Again the senior boy will leave these high 
schools with one-third of a unit of mianual training and 
2,3 units of foreign language; 2.7 units of social sci- 
ence work ; and 3 units of formal mathematics. This 
also is true despite the fact that the second largest oc- 
cupation anticipated by senior and graduate boys is 
manufacturing and trade, followed closely by the oc- 
cupations of farming and artisan which correlate very 
highly with manual training. 

6. It is evident that there is a felt demand for commer- 
cial work in these high schools. The very fact that 
12.G per cent of the graduate boys and 6.3 per cent of 
the graduate girls feel the need of some practical busi- 
ness training as a preparation for their life-work 
shows that these high schools are woefully deficient 
along the commercial lines. Table XXIV shows that 
for the bo3 r s there is an equally strong demand. If we 
combine the percentages of those who either expect to 
enter or are engaged in work that has at its base com- 
mercial training (federal or city employees, transpor- 
tation, clerical assistance, middle mien, manufacturing 
;iii(l trade) we will have 22.1 per cent of the seniors 
and 16.2 per cent of the graduates anticipating these 
callings and 28. 8 per cent of the graduates, 31 per cent 
of the older brothers who graduated, 52.2 per cent of 
the older brothers who did not graduate, and 28.6 per 
cent of the quitters. What stronger argument could 
one want for commercial training in these high schools? 

7. After this study was started, public sentiment forced a 
law to be enacted making teacher-training a part of the 
educational program' of Tennessee. That it was a 
needed law is seen from the fact that teaching is the 
largest occupation anticipated or engaged in (outside 
of the home) by any single group of girls; and that it 
is one of the largest anticipated by the senior and 
graduate boys. 

8. Xot only should music and drawing be included in 
the program of studies of these high schools, but they 
should be recognized as the means of developing some 
of the basal elements in a high school pupil's educa- 
tion. 



Recommendations 157 

9. The natural science group should be enhanced and ex- 
tended so that it would become the core of the entire 
program of studies, for the physical, chemical, and bio- 
logical sciences are at the base of all nrodern life and 
activities. If this be true, the justice of this position 
is apparent when we recall that we are dealing with an 
agricultural community in which three-fourths of the 
girls of all the groups studied are occupied at home and 
from, one-fourth to one-half of the boys, of all the groups 
studied are on the farm. To be more specific it is per- 
haps best to discuss some of the various subjects of this 
group separately. 

a. Physics. This seems to be the mfost popular 
science offered in these high schools. This is 
true in all probability from the fact that the 
apparatus is not so expensive as it is for chem- 
istry or for some of the other natural sciences. 
When taught as it should be with, emphasis on 
labor-saving devices for the home and the me- 
chanics of the farm and shop, it is of tremien- 
doujs value to high school students. Especially 
is this true when it is properly correlated with 
manual training in its more practical phases. 

b. Chemistry. Nothing should be miore appealing 
or helpful to a group of farm boys than a study 
of the chemistry of seeds, soil, tools, etc., or to 
girls than the chemistry of a balanced ration or 
of the textiles and fabrics used in the home. 
Certainly there is nothing more fundamental to 
these boys and girls than a thorough, scientific 
knowledge of the life they are to live. 

c. Biology. Here again the problems involved in 
the study of biology are vital because they touch 
these rural boys and girls at every angle. In 
one sense the farmer's whole activity is dealing 
with the biological sciences. The germination 
and propagation of seeds and the care of plants 
and animals, involve the miajor part of his time ' 
and work. 

d. Agriculture. So much has been said already on 
the subject of agriculture that it seems hardly 
necessary in this connection to continue the dis- 
cussion. It has only been within the last de- 
cade or so that the American people have come 
to recognize the need and place of scientific ag- 



158 Conclusions and 



riculture. As is the case with all other reforms, 
the public schools have been slow to recognize 
it and incorporate it into their, programs. Al- 
though much lias been done through our Agri- 
cultural and Mechanical colleges, experiment 
stations, and special high schools, yet much re- 
miains to be done before agricultural instruction 
is fully appreciated and put on a par with the 
older subjects of the course of study. Fre- 
quently very little care is exercised in the selec- 
tion of an agriculture teacher, while it is a mat- 
ter of great import when it comes to the selec- 
tion of a mathematics or Latin teacher. For 

example, in the County High School 

referred to previously in this work, the poorest 
equipped and most poorly paid teacher of the 
faculty taught chemistry and agriculture, while 
the principal taught history and French. The 
writer knows personally that in one of these 
sixty first-class county high schools the teacher 
of agriculture was an honor graduate in the 
department of Latin in one of the Southern 
universities and had taken a summer term! of 
six weeks in the department of agriculture in 
another Southern university as his only prepar- 
ation for teaching the subject. These typical 
illustrations show where the emphasis falls and 
what relative value is placed on the various sub- 
jects of the course of study. 

Physiology and Hygiene. Perhaps the most 
startling revelation that the World War has 
made to the school authorities of America is the 
deplorable physical condition of our young men, 
due largely to the neglect of health education 
in our public and private schools. "School 
Life" of August 16th, 1918, contains the fol- 
lowing statement: "Tha war has brought home 
to us the failure of schools in this particular 
as nothing else could have done. Of the two 
and one-half million men examined for the Na- 
tional Army in 1917, 34 per cent were found 
physically unfit for military service and were 
rejected. A careful estimate places the num* 
ber of men suffering from remediable defects 
at over one-third of this number. It is felt that 
the schools have an opportunity and a duty here 



Recommendations 159 

that miust not be neglected." This implies not 
merely a scientific and intensive study of phy- 
siology and hygiene but a broader and more com- 
prehensive view of health education in general. 
It means medical inspection of schools; school 
nurses; high school courses in first aid to the 
injured; home care of the sick; feeding the 
family; enlarged playgrounds with ample fa- 
cilities for all forms of athletics and gymnastics; 
mjore commodious buildings properly heated 
and lighted with gymnasiums and swimming 
pools. In fact, it means a re-evaluation and a 
re-direction of the work done in health educa- 
tion in our high schools the country over. 

This re-organization and re-direction of the program of 
studies along the lines suggested above should vitalize these 
'high schools more and bring them into closer touch with the 
life and vocational activities of the people they serve. This 
would mlean, necessarily, a shifting of the point of view, and, 
consequently, a changing of the emphasis from the classical and 
traditional to the scientific and vocational. It would not mean 
at all the elimination of the classical elemjent from the high 
school program? of studies, but rather a reduction of it to its 
proper relation to the other elements of the program of studies. 



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